Codes of Ethical Conduct: A Bottom-Up Approach
Ronald Paul Hill • Justine M. Rapp
Received: 18 January 2013 / Accepted: 12 December 2013 / Published online: 1 January 2014
� Springer Science+Business Media Dordrecht 2013
Abstract Developing and implementing a meaningful
code of conduct by managers or consultants may require a
change in orientation that modifies the way these precepts
are determined. The position advocated herein is for a
different approach to understanding and organizing the
guiding parameters of the firm that requires individual
reflection and empowerment of the entire organization to
advance their shared values. The processes involved are
discussed using four discrete stages that move from the
personal to the work team and to the unit to the full
company, followed by the board of directors’ evaluation.
The hoped-for end product is dynamic, employee-driven,
codes of conduct that recognize the systemic and far-
reaching impact of organizational activities across internal
and external stakeholders. Operational details for and some
issues associated with its implementation are also provided.
Keywords Code of conduct � Employee-driven
approaches � Bottom-up development
Corporation, Be Good! Frederick (2006)
That managers and employees are capable of both ethical
and unethical behaviors due to individual and internal
corporate culture factors cannot be denied (Ashforth and
Anand 2003; Treviño and Weaver 2003; Treviño et al.
2006). Over the last decade, as diverse organizational
stakeholders began exerting more pressure on firms to
eliminate unethical conduct, the field of management has
witnessed a proliferation of research on ethics and ethical
behavior in organizations (Elango et al. 2010; Gopala-
krishnan et al. 2008; O’Fallon and Butterfield 2005; Tre-
viño et al. 2006).
However, recent ethical failures, as well as continuous
ethical challenges that organizations face, have led scholars
to conclude that predicting ethical dilemmas is difficult a
priori: ‘‘It is only, when we look back on our conduct over
the long run that we may find ourselves guilty of moral
laxity’’ (Geva 2006, p. 138). What underlies this particular
situation is the inability of organizational elites to monitor
and implement initiatives within today’s complex business
entities (Martin and Eisenhardt 2010; Uhl-Bien et al.
2007). Accordingly, more dynamic approaches to business
ethics is needed, one that spans ‘‘both the individual and
organizational levels’’ of concern (Gopalakrishnan et al.
2008, p. 757).
As a consequence and in reaction to neoclassical eco-
nomics, managers and their employees are expected to go
beyond dictates imposed by the law and marketplace to
fulfill larger responsibilities (Stark 1993). This expectation
is accomplished through adoption of a stakeholder per-
spective that is infused with empathy for people, groups,
and communities that may be impacted by the actions of
business.
Running Head FOUR-FRAME MODEL 1FOUR-FRAME MODEL7Fou.docxcowinhelen
Running Head: FOUR-FRAME MODEL
1
FOUR-FRAME MODEL
7
Four Frame Model
Rubin Wilkins
Module 5 Assignment 2
Argosy University Los Angeles
Professor: Dale Mancini
February 15, 2017
Four-frame Model
Introduction
Bolman and Deal synthesized the foregoing leadership theory into four contemporary cognitive perspectives which they further organized into frames to assist leaders in the decision-making process in relation to each individual situation. It was their understanding that the use of such frames would assist leaders in analyzing respective events in a different manner and perspective. In essence, they provide ‘windows’ that enhance the leaders’ to have a broader understanding of the challenges being faced by the organization and solutions that are potentially available. This insightful piece therefore proceeds to help in understanding the frames.
The Four-Frame Model of leadership is a creation stemming from the meshing of various organizational theories to form a wide-encompassing one. These consolidated theories include; the trait theory, power and influence theory, situational and contingency theory, and the behavioral theory (Bateman, 2007). They have been developed over a span of many years. The multiple perspectives emanating from the various theoretical underpinnings are the ones termed as frames by the two theorists; through which an organization is viewed by the leaders and other related persons. These ‘windows’ further operate to bring an organization into focus and subsequently serve as filters which offer the leaders order and assist them in making decisions. Furthermore, the frames comprise of the structural frame, human resource frame, political frame and the symbolic frame. Each individual frame represents a perspective
accompanied by its own assumptions and attributes.
The structural frame is used in viewing the world from an orderly point of view furnished with a multiplicity of rules and procedures. The human resource frame then comes in to assume that goals are best achieved through the meeting of organization members’ needs and fully appreciating the workforce as fundamental part of the organization. The political frame appertains to the conflicts, alliances and bartering of respective parties to properly use and allocate the scares resources owned by and charged to the organization. Finally, symbolic frame relates to the issues of culture, symbols and rituals of an organization as opposed to the established rules and procedures.
Theme among articles
Song, Kim and Kolb (2009) set out to research on the effect of learning an organization’s culture and the established linkage between interpersonal trust and the general commitment to an organization. The sample used in this study was primarily obtained from various employees working to conglomerate entities of Korea. Resultantly, it was established that learning an organization’s culture worked as a mediating factor in the explanation of associations betwe ...
The Role of Human Resource Managers (Hrm) In the Institutionalization of Ethi...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Role and Significance of Ethics in Human Resource Practices at Organization A...ijtsrd
Ethics refers to a system of moral principles a sense of right and wrong, and goodness and badness of actions and the motives and consequences of these actions. In the organization, businessmen must draw their ideas about what is desirable behavior from the same sources as anybody else would draw. Ethical values channelize the individual energies into pursuits that are benign to others and beneficial to the society. Ethical issues abound in HR activities, such as remuneration, labour relations, health and safety, training and development etc. studying the role of the Human Resource Management HRM in promoting ethics is an emerging research topic due to the heavy influence that HRM practices are thought to have on employees. This paper is aimed at developing a thorough analysis of HRMs role in promoting ethics, and specifically at focusing of its practices. This article offers insight into a detailed discussion of how ethical issues related to HR situations in the organizations. Rajendra Prasad G R | Dr. Manjunath, K. R "Role and Significance of Ethics in Human Resource Practices at Organization- A Conceptual Study" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35898.pdf Paper URL : https://www.ijtsrd.com/management/business-ethics/35898/role-and-significance-of-ethics-in-human-resource-practices-at-organization-a-conceptual-study/rajendra-prasad-g-r
After reading the articles and viewing the videos in this weeks r.docxnettletondevon
After reading the articles and viewing the videos in this week's resources, prepare a paper in which you address the following: Demonstrate your understanding of decision-making.
· Evaluate the role that personal ethics plays in making decisions.
· Analyze the decision-making techniques that can be applied in different types of organizations.
· Select an organization where unethical decision-making resulted in negative consequences.
· Using two decision-making techniques, compare and contrast how using the techniques may have resulted in a positive consequence.
Support your paper with minimum of three (3) scholarly resources. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included.
Length: 5-7 pages not including title and reference pages.
Your paper should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. Be sure to adhere to Northcentral University's Academic Integrity Policy.
Article
Leader Ethical Decision-Making in Organizations: Strategies for Sensemaking
Chase E. Thiel • Zhanna Bagdasarov • Lauren Harkrider • James F. Johnson • Michael D. Mumford
Published online: 4 April 2012 Springer Science+Business Media B.V. 2012
Abstract Organizational leaders face environmental challenges and pressures that put them under ethical risk. Navigating this ethical risk is demanding given the dynamics of contemporary organizations. Traditional models of ethical decision-making (EDM) are an inadequate framework for understanding how leaders respond to ethical dilemmas under conditions of uncertainty and equivocality. Sensemaking models more accurately illustrate leader EDM and account for individual, social, and environmental constraints. Using the sensemaking approach as a foundation, previous EDM models are revised and extended to comprise a conceptual model of leader EDM. Moreover, the underlying factors in the model are highlighted—constraints and strategies. Four trainable, compensatory strategies (emotion regulation, self-reflection, forecasting, and information integration) are proposed and described that aid leaders in navigating ethical dilemmas in organizations. Empirical examinations demonstrate that tactical application of the strategies may aid leaders in making sense of complex and ambiguous ethical dilemmas and promote ethical behavior. Compensatory tactics such as these should be central to organizational ethics initiatives at the leader level.
Keywords Cognitive strategies Ethical behavior Ethical decision-making Leadership Sensemaking
Corporate and financial misconduct amidst the recent world financial crises, such as the predatory subprime lending practices of Ameriquest, Goldman Sachs, and IndyMac Bank, have left few wondering whether ethics in leadership should be of greater focus mov.
Running Head FOUR-FRAME MODEL 1FOUR-FRAME MODEL7Fou.docxcowinhelen
Running Head: FOUR-FRAME MODEL
1
FOUR-FRAME MODEL
7
Four Frame Model
Rubin Wilkins
Module 5 Assignment 2
Argosy University Los Angeles
Professor: Dale Mancini
February 15, 2017
Four-frame Model
Introduction
Bolman and Deal synthesized the foregoing leadership theory into four contemporary cognitive perspectives which they further organized into frames to assist leaders in the decision-making process in relation to each individual situation. It was their understanding that the use of such frames would assist leaders in analyzing respective events in a different manner and perspective. In essence, they provide ‘windows’ that enhance the leaders’ to have a broader understanding of the challenges being faced by the organization and solutions that are potentially available. This insightful piece therefore proceeds to help in understanding the frames.
The Four-Frame Model of leadership is a creation stemming from the meshing of various organizational theories to form a wide-encompassing one. These consolidated theories include; the trait theory, power and influence theory, situational and contingency theory, and the behavioral theory (Bateman, 2007). They have been developed over a span of many years. The multiple perspectives emanating from the various theoretical underpinnings are the ones termed as frames by the two theorists; through which an organization is viewed by the leaders and other related persons. These ‘windows’ further operate to bring an organization into focus and subsequently serve as filters which offer the leaders order and assist them in making decisions. Furthermore, the frames comprise of the structural frame, human resource frame, political frame and the symbolic frame. Each individual frame represents a perspective
accompanied by its own assumptions and attributes.
The structural frame is used in viewing the world from an orderly point of view furnished with a multiplicity of rules and procedures. The human resource frame then comes in to assume that goals are best achieved through the meeting of organization members’ needs and fully appreciating the workforce as fundamental part of the organization. The political frame appertains to the conflicts, alliances and bartering of respective parties to properly use and allocate the scares resources owned by and charged to the organization. Finally, symbolic frame relates to the issues of culture, symbols and rituals of an organization as opposed to the established rules and procedures.
Theme among articles
Song, Kim and Kolb (2009) set out to research on the effect of learning an organization’s culture and the established linkage between interpersonal trust and the general commitment to an organization. The sample used in this study was primarily obtained from various employees working to conglomerate entities of Korea. Resultantly, it was established that learning an organization’s culture worked as a mediating factor in the explanation of associations betwe ...
The Role of Human Resource Managers (Hrm) In the Institutionalization of Ethi...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Role and Significance of Ethics in Human Resource Practices at Organization A...ijtsrd
Ethics refers to a system of moral principles a sense of right and wrong, and goodness and badness of actions and the motives and consequences of these actions. In the organization, businessmen must draw their ideas about what is desirable behavior from the same sources as anybody else would draw. Ethical values channelize the individual energies into pursuits that are benign to others and beneficial to the society. Ethical issues abound in HR activities, such as remuneration, labour relations, health and safety, training and development etc. studying the role of the Human Resource Management HRM in promoting ethics is an emerging research topic due to the heavy influence that HRM practices are thought to have on employees. This paper is aimed at developing a thorough analysis of HRMs role in promoting ethics, and specifically at focusing of its practices. This article offers insight into a detailed discussion of how ethical issues related to HR situations in the organizations. Rajendra Prasad G R | Dr. Manjunath, K. R "Role and Significance of Ethics in Human Resource Practices at Organization- A Conceptual Study" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35898.pdf Paper URL : https://www.ijtsrd.com/management/business-ethics/35898/role-and-significance-of-ethics-in-human-resource-practices-at-organization-a-conceptual-study/rajendra-prasad-g-r
After reading the articles and viewing the videos in this weeks r.docxnettletondevon
After reading the articles and viewing the videos in this week's resources, prepare a paper in which you address the following: Demonstrate your understanding of decision-making.
· Evaluate the role that personal ethics plays in making decisions.
· Analyze the decision-making techniques that can be applied in different types of organizations.
· Select an organization where unethical decision-making resulted in negative consequences.
· Using two decision-making techniques, compare and contrast how using the techniques may have resulted in a positive consequence.
Support your paper with minimum of three (3) scholarly resources. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included.
Length: 5-7 pages not including title and reference pages.
Your paper should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. Be sure to adhere to Northcentral University's Academic Integrity Policy.
Article
Leader Ethical Decision-Making in Organizations: Strategies for Sensemaking
Chase E. Thiel • Zhanna Bagdasarov • Lauren Harkrider • James F. Johnson • Michael D. Mumford
Published online: 4 April 2012 Springer Science+Business Media B.V. 2012
Abstract Organizational leaders face environmental challenges and pressures that put them under ethical risk. Navigating this ethical risk is demanding given the dynamics of contemporary organizations. Traditional models of ethical decision-making (EDM) are an inadequate framework for understanding how leaders respond to ethical dilemmas under conditions of uncertainty and equivocality. Sensemaking models more accurately illustrate leader EDM and account for individual, social, and environmental constraints. Using the sensemaking approach as a foundation, previous EDM models are revised and extended to comprise a conceptual model of leader EDM. Moreover, the underlying factors in the model are highlighted—constraints and strategies. Four trainable, compensatory strategies (emotion regulation, self-reflection, forecasting, and information integration) are proposed and described that aid leaders in navigating ethical dilemmas in organizations. Empirical examinations demonstrate that tactical application of the strategies may aid leaders in making sense of complex and ambiguous ethical dilemmas and promote ethical behavior. Compensatory tactics such as these should be central to organizational ethics initiatives at the leader level.
Keywords Cognitive strategies Ethical behavior Ethical decision-making Leadership Sensemaking
Corporate and financial misconduct amidst the recent world financial crises, such as the predatory subprime lending practices of Ameriquest, Goldman Sachs, and IndyMac Bank, have left few wondering whether ethics in leadership should be of greater focus mov.
PrintCurrent Debate in Learning Theory Scoring Guide.docxsleeperharwell
PrintCurrent Debate in Learning Theory Scoring Guide
Current Debate in Learning Theory Scoring Guide Grading Rubric
Criteria
Non-performance
Basic
Proficient
Distinguished
Explain how the evolution of learning theories and neuroscience over time has shaped a selected learning controversy.
Does not explain how the evolution of learning theories and neuroscience over time has shaped a selected learning controversy.
Explains how the evolution of learning theories and neuroscience over time, but not how it has shaped a selected learning controversy.
Explains how the evolution of learning theories and neuroscience over time has shaped a selected learning controversy.
Explains how the evolution of learning theories and neuroscience over time has shaped a selected learning controversy. Draws from multiple perspectives and evidence-based research to support explanation.
Evaluate multiple perspectives on the selected learning controversy.
Does not identify multiple perspectives on the selected learning controversy.
Identifies but does not analyze multiple perspectives on the selected learning controversy.
Analyzes multiple perspectives on the selected learning controversy.
Evaluates multiple perspectives on the selected learning controversy.
Assess the implications of this learning controversy on your area of specialization.
Does not assess the implications of this learning controversy on an area of specialization.
Assesses the implications of this learning controversy but does not associate with area of specialization.
Assesses the implications of this learning controversy on one's own area of specialization.
Assesses the implications of this learning controversy on one's own area of specialization. Discusses best practices for staying informed with current research in field.
Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics; format paper, citations, and references using APA style.
Does not write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics; does not format paper, citations, and references correctly using APA style.
Uses sentence structure that is mostly clear, with a few minor spelling or grammatical errors but fails to attribute quotes and citations in a few places, or allows some inconsistencies in APA style.
Writes clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics; formats paper, citations, and references using APA style.
Writes clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics; uses relevant evidence to support a central idea; f.
A Comparative Study of American English File and New Headway English CourseAJHSSR Journal
ABSTRACT: Textbooks play an essential role in the language learning process. The difficulty is that among a wide range of textbooks in the market,there are a lot ofoptions which make the process of book selection even harder. Therefore, book evaluation is a vital process, and it has great impact on the process of learning and teaching. In order to evaluate ELT textbooks, theorists and writers have offered different kinds of evaluative frameworks based on a number of principles and criteria. To this end, two EFL textbooks namely New Headway English Courseand American English File which are commonly taught in language institutes in Iranwere selected for evaluation by seeking the teachers’ viewpoints on the effectiveness of the two textbooks. Twenty ELT teachers helped the researcher rate the evaluative checklists. A modified version of [1] teacher textbook evaluation form was used to collect data.The results indicated that the differences between the two textbooks were not significant in four features including practical considerations, layout and design, activities, and skills, but they proved to be different in some other features including language type as well as subject and content.
An Analysis of the Ethical Codesof Corporations and Busine.docxgalerussel59292
An Analysis of the Ethical Codes
of Corporations and Business Schools
Harrison McCraw
Kathy S. Moffeit
John R. O’Malley Jr.
ABSTRACT. Reports of ethical lapses in the business
world have been numerous and widespread. Ethical
awareness in business education has received a great deal
of attention because of the number and severity of busi-
ness scandals. Given Sarbanes-Oxley legislation and re-
cent Association to Advance Collegiate Schools of
Business International’s (AACSBI) recommendations, this
study examined respective websites of Securities and
Exchange Commission (SEC) regulated public companies
and AACSBI-accredited business schools for ethical pol-
icy statement content. The analysis was accomplished by
classifying ethical expressions into a framework consisting
of the attributes of thematic content and focus/themes
partially based on the 2004 research of Gaumnitz and
Lere. Findings indicate that public companies have been
diligent in presenting website ethical content that closely
follows authoritative recommendations. Business schools
appear not to have prioritized such disclosure to the
extent done so by public companies. Although there was
improvement between two samples taken in 2005 and
2007, this study provides evidence that many accredited
business schools have little or no disclosed ethical
expectations in their mission, vision, goals, or other
similar types of statements on their websites. Additional
findings provide several opportunities for future research.
KEY WORDS: AACSBI, corporate ethical codes, eth-
ical codes, content of ethical codes, Sarbanes-Oxley, SEC
Ethical lapses in the business world were numerous
and widespread during the late 1990s and into the
early part of the new century. Business conduct that
at best was questionable, if not criminal, permeated
the business news. Jennings (1999) provides several
examples of firms implicated and fined for such
conduct including Archer Daniels Midland (price-
fixing), Long-Term Capital (unusually high-risk
investments), Cendant (creative earnings), Bankers
Trust (leveraged derivatives), Rite-Aid and Wal-
Mart (charge back policies with suppliers, which
caused temporary or permanent underpayments),
and Sears (disregard for bankruptcy laws and creditor
rights). Other firms implicated for corporate mal-
feasance include Enron, WorldCom, Sunbeam,
Arthur Andersen, and HealthSouth (Russell and
Smith, 2003). Management of these firms appear to
have been swept away by opportunities to reap
extraordinary gains for their firms and/or them-
selves. Managers made decisions that caused great
harm to their careers, their companies, their stake-
holders, and society. Ethical misconduct by business
managers as cited above has triggered regulatory
reform designed to protect stakeholder interest.
The American system of higher education sup-
plies the majority of business leaders in the United
States. Given the number and severity of .
Concept of business ethics, the importance of ethics in business, myths about business ethics, morale reasoning, the morality of profit motive, ethics and philosophy, ethics and morality, benefits of business ethics, code of conducts; meaning and importance of social responsibility, the evolution of CSR, a morale argument of CSR, increasing relevancy of CSR, social responsibility and ethics, CSR domains.
International Journal of Business and Management Invention (IJBMI)inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Consider two companies United States Steel (X) and Facebook (FB)..docxaidaclewer
Consider two companies: United States Steel (X) and Facebook (FB).
Look at the profiles (financial statements for 2016) of each on yahoo finance and discuss the followings (you need to calculate these values yourself and show details of your calculations):
1. How many outstanding shares does the company have?
2. What is the market value of the company?
3. What is the book value of the company?
4. Does the company pay dividends?
5. What is the beta for the company? Compare it with the beta of market.
6. Retrieve their annual closing prices for the last 6 years.
7. Calculate annual rate of return of each stock for the last 5 years.
8. Estimate annual expected rate of return and standard deviation of annual rate of return of each stock.
9. How do you find the risk free rate? (consider the market risk premium to be 8%)
10. Using CAPM calculate the expected return on the equity for the company.
11. What is the Weighted average cost of capital (WACC) for the company?
12. What is the leverage (total debt/equity ratio) for the company?
Calculate and analyze your result, conclude your opinions.
APA Format, references, minimum 5 pages.
(To get the required rate of return on debt, divide the interest expense by total debt)
(To get the total debt, add the short term debt to long term debt)
Dwight
assuming Risk
Leaders face ethical decision all the time. It is an inherent responsibility of all leaders. The best solution for PPI is to continue with the inspections from outside agencies. My philosophy on leadership and decision-making has always been to simplify decisions as much as possible. Almost all decisions come down to assuming risk! You will either assume risk in one area or another. The question the leader must answer, is, where does he/she want to assume that risk. Determining where to assume risk comes down to taking a holistic view of the issue and comparing it against organizational goals and needs (Thiel, Bagdasarov, Harkrider, Johnson, & Mumford, 2012). In the case of PPI, the organization’s leadership created a culture of safety and efficiency. Which likely was rooted in the organization’s values and mission statement. Therefore, the organization could not comprise the very values it represented out of fear that an employee would use previously discovered discrepancies against them. In fact, there is an argument that the level of trust that the organization built has garnered a mutual respect between employee and employer. Which may prevent any such liabilities of PPI. In the end, PPI has to decide where to assume the risk. Does the organization want to assume risk in the daily operations of the plant, and risk employee safety, organizational output, and efficacy? Does the organization want to risk employees using the inspections by outside agencies against them? As a leader who is very familiar with these kinds of ethical decisions, PPI needs to assume risk where the employees might use the inspections against them in a .
Socially responsible human resourcepractices disclosures of.docxlillie234567
Socially responsible human resource
practices: disclosures of the world’s best
multinational workplaces
Charbel Greige Frangieh and Hala Khayr Yaacoub
Abstract
Purpose – This paper aims to explore the socially responsible human resource practices disclosed by
the ‘‘World’s Best Multinational Workplaces,’’ with the aim of facilitating the benchmarking of these
disclosed practices.
Design/methodology/approach – Using the ‘‘World’s Best Multinational Workplaces’’ list was a
strategic decision in this study due to the rigorous methodology used in the preparation of the list as it
concentrated largely on the employees’ feedback, thus ensuring that these listed companies are actually
top workplaces. Both manifest and latent content analysis, are applied on 23 of the 25 listedMultinational
Corporations’ websites and reports, and company reviews done on these companies by the Great Place
toWork for to pinpoint the social responsible human resource practices.
Findings – Most of the practices disclosed are oriented toward enhancing the employees’ work
experiences whether that happened through improving their employment conditions or through having a
diverse and inclusive workplace. Thus, the employee-oriented human resource management practices
got the lion’s share of the disclosures, rather than the legal or the Corporate social responsibility–human
resources facilitation components.
Research limitations/implications – The practices that are already used at small and medium
enterpriseswithin national contexts were not covered in this study.
Practical implications – It is assumed that businesses can benefit from the practices of these MNCs
which are considered as great places to work for, and as pioneers in their socially responsible human
resource approaches.
Originality/value – This study is likely to fill an important gap in the corporate social responsibility
literature, which gave pint-sized attention to the internal stakeholders, rendering the academic coverage
of employee-related practices scarce if not absent
Keywords CSR, Content analysis, Multinational corporations,
Social responsible human resource practices
Paper type Research paper
Introduction
An ethical movement is gaining momentum in the business world as a result of
management malpractices committed in the past decades. The ethical crisis drove
practitioners and researchers around the world to acknowledge the importance of
integrating business ethics and sustainability into their organizations. Engaging in
responsible practices was seen as a means to avoid crises and simultaneously lead to
financial benefits, (Doh et al., 2011; Wang et al., 2015; Voegtlin et al., 2012), produce social
capital (Maak, 2007) and enhance work-related behaviors like retention and workplace
commitment (Waldman and Galvin, 2008; Cameron, 2011; Doh et al., 2011; Doh and
Quigley, 2014; Miska et al., 2014). The misconducts in top management positions gained
extensive media a.
WHERE IS THE RUNNING HEAD 1
WHERE IS THE RUNNING HEAD 5
Where is the title and why did you put in an abstract?
Just FOLLOW DIRECTIONS
Abstract
The above is not even centered
Leadership in organizations plays an important role in ensuring the company's objectives are attained with the monitoring of daily organizational operations. Leadership structures the decision-making process within an organization, which explains the intended purpose of the operations within the organization. Leadership varies depending on the nature of the organization's operations in chasing its goals; hence, decisions require scrutiny and understanding of the concerns within the organization. This paper gives concepts on leadership and explains different theories in meeting the expected goal of the organizations.
Comparison and contrasting Contrasting of leadership Leadership theoriesTheories
Different leadership theories follow values that the management concludes to be effective in extracting intended results hence differences in the leadership theories we discuss in this paper. There are different leadership theories, including situational leadership theory, which educates leaders on dealing with matters. In contrast, behavioral theory indicates learning skills toward becoming a good leader. The strengths of handling situations include saving on the costs of maintaining and deciding on methods to undertake in expecting positive results (Zaccaro et al., 2018). The response to situations is administered after the occurrence and the need for leadership qualities. Many leaders prefer situational leadership since a short time is taken to make decisions on situations at hand, which makes the responses effective as solutions. The strategy involves high expertise since its expectations of the decisions would be certain and accurate leadership. Behavioral leadership involves developing habits from practice in certain leadership skills through gaining experience in a certain field.
The leadership theory shapes leaders' characters and makes them familiar with issues they would have experienced during the learning process. Behaviors developed would influence decisions made in the organization since risks and strategies in fulfilling the plans would be evaluated adequately. The character of individuals grows with exposure to many issues in the organization and industry, hence the ability to make informed decisions in leading the organization. Adopting foreign skills improves the organization's quality in market sales since the leadership standards would be similar to those in foreign markets (Offermann & Coats, 2018). Trait leadership portrays similar qualities to behavioral leadership because of the common objective of leaders mastering the skill of leadership through learning. However, the theories differ in behavior adoption, where behaviors are perceived to be innate .
Democratic Leadership Styles and Industrial Relations Atmosphere of Some Sele...ijtsrd
This paper examined how democratic leadership style impacts on industrial relations atmosphere of some selected oil servicing firms in Port Harcourt. In line with the purpose of this paper as stated, the population of this study comprises of 761employees of some selected oil servicing firms in Port Harcourt. Taro Yamene sample size determination formula was used to determine the sample size. The objective of this study is to assess the relationship between democratic leadership styles and its impacts on industrial relations atmosphere. Questionnaire were the major instruments used in gathering primary data which were analyzed using regression analyses. The study found that democratic leadership style can achieve improvement along the terms of industrial relation atmosphere with more emphases on industrial harmony, if leaders are able to improve on the level of industrial relations peace or unity within the oil servicing firms in port Harcourt, we recommends that in order for firms to maintain their attractiveness in the industry, they must have be conscious the different leadership style available and be sure in applying it in different situation as things transpires within the industry. Ake, Okechukwu "Democratic Leadership Styles and Industrial Relations Atmosphere of Some Selected Oil Servicing Firms in Port Harcourt" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47616.pdf Paper URL : https://www.ijtsrd.com/management/management-development/47616/democratic-leadership-styles-and-industrial-relations-atmosphere-of-some-selected-oil-servicing-firms-in-port-harcourt/ake-okechukwu
Coding NotesImproving Diagnosis By Jacquie zegan, CCS, w.docxmary772
Coding Notes
Improving
Diagnosis
By Jacquie zegan, CCS, wC
Specificity in ICD-IO Coding
VALID ICD-IO-CM/PCS (ICD-IO) codes have been required for claims reporting since October 1, 2015. But ICD-IO diagnosis coding to the correct level of specificity—a more recent requirement—continues to be a problem for many in the healthcare industry. While diagnosis code specificity has always been the goal, providers were granted a reprieve in order to facilitate implementation of ICD-IO. For the first 12 months of ICD-IO use, the Centers for Medicare and Medicaid Services (CMS) promised that Medicare review contractors would not deny claims "based solely on the specificity of the ICD-IO diagnosis code as long as the physician/practitioner used a valid code from the right family."l Commonly referred to as the "grace period," this flexibility was intended to help providers implement the ICD-IO-CM code set and was never intended to continue on in perpetuity. In fact, this CMS-granted grace period expired on October 1, 2016.2
Unfortunately, nonspecific documentation and coding persists. This is an ongoing problem, even though the official guidelines for coding and reporting require coding to the highest degree of specificity. Third-party payers are making payment determinations based on the specificity of reported codes, and payment reform efforts are formulating policies based on coded data. The significance of overreporting unspecified diagnosis codes cannot be understated. In the short term, it will increase claim denials, and in the long term it may adversely impact emerging payment models.3•4 Calculating and monitoring unspecified diagnosis code rates is critical to successfully leverage specificity
44/Journal of AHIMA April 18
in the ICD-IO-CM code set.
An ICD-IO-CM code is considered unspecified if either of the terms "unspecified" or "NOS" are used in the code description. The unspecified diagnosis code rate is calculated by dividing the number of unspecified diagnosis codes by the total number of diagnosis codes assigned. Health information management (HIM) professionals should be tracking and trending unspecified diagnosis code rates across the continuum of care.5
Acceptable use of Unspecified Diagnosis Codes Unspecified diagnosis codes have acceptable, even necessary, uses. The unspecified code rate is not an error rate, but rather an indicator of the quality of clinical documentation and a qualitative measure of coder performance and coding results. Even CMS explicitly recognizes that unspecified codes are sometimes necessary. "When sufficient clinical information is not known or available about a particular health condition to assign a more specific code, it is acceptable to report the appropriate unspecified code."6 It's also important that coding professionals use good judgment to avoid unnecessary queries for clarification of unspecified diagnoses. The official coding guidelines provide explicit guidance for appropriate uses of unspec.
CNL-521 Topic 3 Vargas Case StudyBob and Elizabeth arrive.docxmary772
CNL-521 Topic 3: Vargas Case Study
Bob and Elizabeth arrive together for the third session. As planned, you remind the couple that the goal of today’s session is to gather information about their families of origin. Bob begins by telling you about his older sister, Katie, who is 36 and lives nearby with her three children. Katie’s husband, Steve, died suddenly last year at the age of 40 when the car he was driving hit a block wall. Elizabeth speculates that Steve was intoxicated at the time, but Bob vehemently denies this allegation. He warns Elizabeth to “never again” suggest alcohol was involved. You note Bob’s strong response and learn that his own biological father, whom his mother divorced when Bob was 3 and Katie was 5, had been an alcoholic. When asked about his father, Bob says, “His name is Tim, and I haven’t seen him since the divorce.” Bob shares that he only remembers frequently hiding under the bed with Katie to stay safe from his violent rages. He adds that 5 years after the divorce, his mother, Linda, married Noel who has been “the only dad I’ve ever known.” He insists that his sister married “a devout Christian who never touched alcohol” and attributed the 3:00 a.m. tragedy to fatigue. He adds that a few days before the accident, Katie had complained to him that her husband had been working many late nights and “just wasn’t himself.” Bob speaks fondly of his sister and confirms that they have always been “very close.”
From Elizabeth, who is 31 years old, you learn that she was adopted by her parents, Rita and Gary, who were in their late 40s at the time. They were first generation immigrants who had no family in the United States. Their biological daughter, Susan, had died 10 years earlier after Rita accidentally ran over the 5 year old while backing out of the driveway. Elizabeth surmises that her mother never fully recovered from this traumatic incident and remained distant and withdrawn throughout Elizabeth’s life. Elizabeth describes her father, Gary, as “a hard worker, smart, and always serious.” She shares that most of her family memories were of times spent with her dad in his study, surrounded by books. She states, “He could find the answer to all of my questions in one his many books.” Elizabeth describes herself as the “quiet, bookish type” and attributes her love for books to her father. Like her father in his study, Elizabeth remembers spending most of her adolescence alone in her room, reading, so she would not upset her mother. Looking back, Elizabeth tells you she recognizes her mother’s struggle with depression, “but as a kid, I thought it was me.”
You comment on the vastly different childhood experiences and normalize the potential for relationship challenges under these circumstances. Acknowledging the differences, Elizabeth remarks that Bob’s relationship with his family was one of the things that she was attracted to early in their relationship. Bob agrees with her and comments that Katie and Elizabeth.
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PrintCurrent Debate in Learning Theory Scoring Guide.docxsleeperharwell
PrintCurrent Debate in Learning Theory Scoring Guide
Current Debate in Learning Theory Scoring Guide Grading Rubric
Criteria
Non-performance
Basic
Proficient
Distinguished
Explain how the evolution of learning theories and neuroscience over time has shaped a selected learning controversy.
Does not explain how the evolution of learning theories and neuroscience over time has shaped a selected learning controversy.
Explains how the evolution of learning theories and neuroscience over time, but not how it has shaped a selected learning controversy.
Explains how the evolution of learning theories and neuroscience over time has shaped a selected learning controversy.
Explains how the evolution of learning theories and neuroscience over time has shaped a selected learning controversy. Draws from multiple perspectives and evidence-based research to support explanation.
Evaluate multiple perspectives on the selected learning controversy.
Does not identify multiple perspectives on the selected learning controversy.
Identifies but does not analyze multiple perspectives on the selected learning controversy.
Analyzes multiple perspectives on the selected learning controversy.
Evaluates multiple perspectives on the selected learning controversy.
Assess the implications of this learning controversy on your area of specialization.
Does not assess the implications of this learning controversy on an area of specialization.
Assesses the implications of this learning controversy but does not associate with area of specialization.
Assesses the implications of this learning controversy on one's own area of specialization.
Assesses the implications of this learning controversy on one's own area of specialization. Discusses best practices for staying informed with current research in field.
Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics; format paper, citations, and references using APA style.
Does not write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics; does not format paper, citations, and references correctly using APA style.
Uses sentence structure that is mostly clear, with a few minor spelling or grammatical errors but fails to attribute quotes and citations in a few places, or allows some inconsistencies in APA style.
Writes clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics; formats paper, citations, and references using APA style.
Writes clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics; uses relevant evidence to support a central idea; f.
A Comparative Study of American English File and New Headway English CourseAJHSSR Journal
ABSTRACT: Textbooks play an essential role in the language learning process. The difficulty is that among a wide range of textbooks in the market,there are a lot ofoptions which make the process of book selection even harder. Therefore, book evaluation is a vital process, and it has great impact on the process of learning and teaching. In order to evaluate ELT textbooks, theorists and writers have offered different kinds of evaluative frameworks based on a number of principles and criteria. To this end, two EFL textbooks namely New Headway English Courseand American English File which are commonly taught in language institutes in Iranwere selected for evaluation by seeking the teachers’ viewpoints on the effectiveness of the two textbooks. Twenty ELT teachers helped the researcher rate the evaluative checklists. A modified version of [1] teacher textbook evaluation form was used to collect data.The results indicated that the differences between the two textbooks were not significant in four features including practical considerations, layout and design, activities, and skills, but they proved to be different in some other features including language type as well as subject and content.
An Analysis of the Ethical Codesof Corporations and Busine.docxgalerussel59292
An Analysis of the Ethical Codes
of Corporations and Business Schools
Harrison McCraw
Kathy S. Moffeit
John R. O’Malley Jr.
ABSTRACT. Reports of ethical lapses in the business
world have been numerous and widespread. Ethical
awareness in business education has received a great deal
of attention because of the number and severity of busi-
ness scandals. Given Sarbanes-Oxley legislation and re-
cent Association to Advance Collegiate Schools of
Business International’s (AACSBI) recommendations, this
study examined respective websites of Securities and
Exchange Commission (SEC) regulated public companies
and AACSBI-accredited business schools for ethical pol-
icy statement content. The analysis was accomplished by
classifying ethical expressions into a framework consisting
of the attributes of thematic content and focus/themes
partially based on the 2004 research of Gaumnitz and
Lere. Findings indicate that public companies have been
diligent in presenting website ethical content that closely
follows authoritative recommendations. Business schools
appear not to have prioritized such disclosure to the
extent done so by public companies. Although there was
improvement between two samples taken in 2005 and
2007, this study provides evidence that many accredited
business schools have little or no disclosed ethical
expectations in their mission, vision, goals, or other
similar types of statements on their websites. Additional
findings provide several opportunities for future research.
KEY WORDS: AACSBI, corporate ethical codes, eth-
ical codes, content of ethical codes, Sarbanes-Oxley, SEC
Ethical lapses in the business world were numerous
and widespread during the late 1990s and into the
early part of the new century. Business conduct that
at best was questionable, if not criminal, permeated
the business news. Jennings (1999) provides several
examples of firms implicated and fined for such
conduct including Archer Daniels Midland (price-
fixing), Long-Term Capital (unusually high-risk
investments), Cendant (creative earnings), Bankers
Trust (leveraged derivatives), Rite-Aid and Wal-
Mart (charge back policies with suppliers, which
caused temporary or permanent underpayments),
and Sears (disregard for bankruptcy laws and creditor
rights). Other firms implicated for corporate mal-
feasance include Enron, WorldCom, Sunbeam,
Arthur Andersen, and HealthSouth (Russell and
Smith, 2003). Management of these firms appear to
have been swept away by opportunities to reap
extraordinary gains for their firms and/or them-
selves. Managers made decisions that caused great
harm to their careers, their companies, their stake-
holders, and society. Ethical misconduct by business
managers as cited above has triggered regulatory
reform designed to protect stakeholder interest.
The American system of higher education sup-
plies the majority of business leaders in the United
States. Given the number and severity of .
Concept of business ethics, the importance of ethics in business, myths about business ethics, morale reasoning, the morality of profit motive, ethics and philosophy, ethics and morality, benefits of business ethics, code of conducts; meaning and importance of social responsibility, the evolution of CSR, a morale argument of CSR, increasing relevancy of CSR, social responsibility and ethics, CSR domains.
International Journal of Business and Management Invention (IJBMI)inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Consider two companies United States Steel (X) and Facebook (FB)..docxaidaclewer
Consider two companies: United States Steel (X) and Facebook (FB).
Look at the profiles (financial statements for 2016) of each on yahoo finance and discuss the followings (you need to calculate these values yourself and show details of your calculations):
1. How many outstanding shares does the company have?
2. What is the market value of the company?
3. What is the book value of the company?
4. Does the company pay dividends?
5. What is the beta for the company? Compare it with the beta of market.
6. Retrieve their annual closing prices for the last 6 years.
7. Calculate annual rate of return of each stock for the last 5 years.
8. Estimate annual expected rate of return and standard deviation of annual rate of return of each stock.
9. How do you find the risk free rate? (consider the market risk premium to be 8%)
10. Using CAPM calculate the expected return on the equity for the company.
11. What is the Weighted average cost of capital (WACC) for the company?
12. What is the leverage (total debt/equity ratio) for the company?
Calculate and analyze your result, conclude your opinions.
APA Format, references, minimum 5 pages.
(To get the required rate of return on debt, divide the interest expense by total debt)
(To get the total debt, add the short term debt to long term debt)
Dwight
assuming Risk
Leaders face ethical decision all the time. It is an inherent responsibility of all leaders. The best solution for PPI is to continue with the inspections from outside agencies. My philosophy on leadership and decision-making has always been to simplify decisions as much as possible. Almost all decisions come down to assuming risk! You will either assume risk in one area or another. The question the leader must answer, is, where does he/she want to assume that risk. Determining where to assume risk comes down to taking a holistic view of the issue and comparing it against organizational goals and needs (Thiel, Bagdasarov, Harkrider, Johnson, & Mumford, 2012). In the case of PPI, the organization’s leadership created a culture of safety and efficiency. Which likely was rooted in the organization’s values and mission statement. Therefore, the organization could not comprise the very values it represented out of fear that an employee would use previously discovered discrepancies against them. In fact, there is an argument that the level of trust that the organization built has garnered a mutual respect between employee and employer. Which may prevent any such liabilities of PPI. In the end, PPI has to decide where to assume the risk. Does the organization want to assume risk in the daily operations of the plant, and risk employee safety, organizational output, and efficacy? Does the organization want to risk employees using the inspections by outside agencies against them? As a leader who is very familiar with these kinds of ethical decisions, PPI needs to assume risk where the employees might use the inspections against them in a .
Socially responsible human resourcepractices disclosures of.docxlillie234567
Socially responsible human resource
practices: disclosures of the world’s best
multinational workplaces
Charbel Greige Frangieh and Hala Khayr Yaacoub
Abstract
Purpose – This paper aims to explore the socially responsible human resource practices disclosed by
the ‘‘World’s Best Multinational Workplaces,’’ with the aim of facilitating the benchmarking of these
disclosed practices.
Design/methodology/approach – Using the ‘‘World’s Best Multinational Workplaces’’ list was a
strategic decision in this study due to the rigorous methodology used in the preparation of the list as it
concentrated largely on the employees’ feedback, thus ensuring that these listed companies are actually
top workplaces. Both manifest and latent content analysis, are applied on 23 of the 25 listedMultinational
Corporations’ websites and reports, and company reviews done on these companies by the Great Place
toWork for to pinpoint the social responsible human resource practices.
Findings – Most of the practices disclosed are oriented toward enhancing the employees’ work
experiences whether that happened through improving their employment conditions or through having a
diverse and inclusive workplace. Thus, the employee-oriented human resource management practices
got the lion’s share of the disclosures, rather than the legal or the Corporate social responsibility–human
resources facilitation components.
Research limitations/implications – The practices that are already used at small and medium
enterpriseswithin national contexts were not covered in this study.
Practical implications – It is assumed that businesses can benefit from the practices of these MNCs
which are considered as great places to work for, and as pioneers in their socially responsible human
resource approaches.
Originality/value – This study is likely to fill an important gap in the corporate social responsibility
literature, which gave pint-sized attention to the internal stakeholders, rendering the academic coverage
of employee-related practices scarce if not absent
Keywords CSR, Content analysis, Multinational corporations,
Social responsible human resource practices
Paper type Research paper
Introduction
An ethical movement is gaining momentum in the business world as a result of
management malpractices committed in the past decades. The ethical crisis drove
practitioners and researchers around the world to acknowledge the importance of
integrating business ethics and sustainability into their organizations. Engaging in
responsible practices was seen as a means to avoid crises and simultaneously lead to
financial benefits, (Doh et al., 2011; Wang et al., 2015; Voegtlin et al., 2012), produce social
capital (Maak, 2007) and enhance work-related behaviors like retention and workplace
commitment (Waldman and Galvin, 2008; Cameron, 2011; Doh et al., 2011; Doh and
Quigley, 2014; Miska et al., 2014). The misconducts in top management positions gained
extensive media a.
WHERE IS THE RUNNING HEAD 1
WHERE IS THE RUNNING HEAD 5
Where is the title and why did you put in an abstract?
Just FOLLOW DIRECTIONS
Abstract
The above is not even centered
Leadership in organizations plays an important role in ensuring the company's objectives are attained with the monitoring of daily organizational operations. Leadership structures the decision-making process within an organization, which explains the intended purpose of the operations within the organization. Leadership varies depending on the nature of the organization's operations in chasing its goals; hence, decisions require scrutiny and understanding of the concerns within the organization. This paper gives concepts on leadership and explains different theories in meeting the expected goal of the organizations.
Comparison and contrasting Contrasting of leadership Leadership theoriesTheories
Different leadership theories follow values that the management concludes to be effective in extracting intended results hence differences in the leadership theories we discuss in this paper. There are different leadership theories, including situational leadership theory, which educates leaders on dealing with matters. In contrast, behavioral theory indicates learning skills toward becoming a good leader. The strengths of handling situations include saving on the costs of maintaining and deciding on methods to undertake in expecting positive results (Zaccaro et al., 2018). The response to situations is administered after the occurrence and the need for leadership qualities. Many leaders prefer situational leadership since a short time is taken to make decisions on situations at hand, which makes the responses effective as solutions. The strategy involves high expertise since its expectations of the decisions would be certain and accurate leadership. Behavioral leadership involves developing habits from practice in certain leadership skills through gaining experience in a certain field.
The leadership theory shapes leaders' characters and makes them familiar with issues they would have experienced during the learning process. Behaviors developed would influence decisions made in the organization since risks and strategies in fulfilling the plans would be evaluated adequately. The character of individuals grows with exposure to many issues in the organization and industry, hence the ability to make informed decisions in leading the organization. Adopting foreign skills improves the organization's quality in market sales since the leadership standards would be similar to those in foreign markets (Offermann & Coats, 2018). Trait leadership portrays similar qualities to behavioral leadership because of the common objective of leaders mastering the skill of leadership through learning. However, the theories differ in behavior adoption, where behaviors are perceived to be innate .
Democratic Leadership Styles and Industrial Relations Atmosphere of Some Sele...ijtsrd
This paper examined how democratic leadership style impacts on industrial relations atmosphere of some selected oil servicing firms in Port Harcourt. In line with the purpose of this paper as stated, the population of this study comprises of 761employees of some selected oil servicing firms in Port Harcourt. Taro Yamene sample size determination formula was used to determine the sample size. The objective of this study is to assess the relationship between democratic leadership styles and its impacts on industrial relations atmosphere. Questionnaire were the major instruments used in gathering primary data which were analyzed using regression analyses. The study found that democratic leadership style can achieve improvement along the terms of industrial relation atmosphere with more emphases on industrial harmony, if leaders are able to improve on the level of industrial relations peace or unity within the oil servicing firms in port Harcourt, we recommends that in order for firms to maintain their attractiveness in the industry, they must have be conscious the different leadership style available and be sure in applying it in different situation as things transpires within the industry. Ake, Okechukwu "Democratic Leadership Styles and Industrial Relations Atmosphere of Some Selected Oil Servicing Firms in Port Harcourt" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47616.pdf Paper URL : https://www.ijtsrd.com/management/management-development/47616/democratic-leadership-styles-and-industrial-relations-atmosphere-of-some-selected-oil-servicing-firms-in-port-harcourt/ake-okechukwu
Coding NotesImproving Diagnosis By Jacquie zegan, CCS, w.docxmary772
Coding Notes
Improving
Diagnosis
By Jacquie zegan, CCS, wC
Specificity in ICD-IO Coding
VALID ICD-IO-CM/PCS (ICD-IO) codes have been required for claims reporting since October 1, 2015. But ICD-IO diagnosis coding to the correct level of specificity—a more recent requirement—continues to be a problem for many in the healthcare industry. While diagnosis code specificity has always been the goal, providers were granted a reprieve in order to facilitate implementation of ICD-IO. For the first 12 months of ICD-IO use, the Centers for Medicare and Medicaid Services (CMS) promised that Medicare review contractors would not deny claims "based solely on the specificity of the ICD-IO diagnosis code as long as the physician/practitioner used a valid code from the right family."l Commonly referred to as the "grace period," this flexibility was intended to help providers implement the ICD-IO-CM code set and was never intended to continue on in perpetuity. In fact, this CMS-granted grace period expired on October 1, 2016.2
Unfortunately, nonspecific documentation and coding persists. This is an ongoing problem, even though the official guidelines for coding and reporting require coding to the highest degree of specificity. Third-party payers are making payment determinations based on the specificity of reported codes, and payment reform efforts are formulating policies based on coded data. The significance of overreporting unspecified diagnosis codes cannot be understated. In the short term, it will increase claim denials, and in the long term it may adversely impact emerging payment models.3•4 Calculating and monitoring unspecified diagnosis code rates is critical to successfully leverage specificity
44/Journal of AHIMA April 18
in the ICD-IO-CM code set.
An ICD-IO-CM code is considered unspecified if either of the terms "unspecified" or "NOS" are used in the code description. The unspecified diagnosis code rate is calculated by dividing the number of unspecified diagnosis codes by the total number of diagnosis codes assigned. Health information management (HIM) professionals should be tracking and trending unspecified diagnosis code rates across the continuum of care.5
Acceptable use of Unspecified Diagnosis Codes Unspecified diagnosis codes have acceptable, even necessary, uses. The unspecified code rate is not an error rate, but rather an indicator of the quality of clinical documentation and a qualitative measure of coder performance and coding results. Even CMS explicitly recognizes that unspecified codes are sometimes necessary. "When sufficient clinical information is not known or available about a particular health condition to assign a more specific code, it is acceptable to report the appropriate unspecified code."6 It's also important that coding professionals use good judgment to avoid unnecessary queries for clarification of unspecified diagnoses. The official coding guidelines provide explicit guidance for appropriate uses of unspec.
CNL-521 Topic 3 Vargas Case StudyBob and Elizabeth arrive.docxmary772
CNL-521 Topic 3: Vargas Case Study
Bob and Elizabeth arrive together for the third session. As planned, you remind the couple that the goal of today’s session is to gather information about their families of origin. Bob begins by telling you about his older sister, Katie, who is 36 and lives nearby with her three children. Katie’s husband, Steve, died suddenly last year at the age of 40 when the car he was driving hit a block wall. Elizabeth speculates that Steve was intoxicated at the time, but Bob vehemently denies this allegation. He warns Elizabeth to “never again” suggest alcohol was involved. You note Bob’s strong response and learn that his own biological father, whom his mother divorced when Bob was 3 and Katie was 5, had been an alcoholic. When asked about his father, Bob says, “His name is Tim, and I haven’t seen him since the divorce.” Bob shares that he only remembers frequently hiding under the bed with Katie to stay safe from his violent rages. He adds that 5 years after the divorce, his mother, Linda, married Noel who has been “the only dad I’ve ever known.” He insists that his sister married “a devout Christian who never touched alcohol” and attributed the 3:00 a.m. tragedy to fatigue. He adds that a few days before the accident, Katie had complained to him that her husband had been working many late nights and “just wasn’t himself.” Bob speaks fondly of his sister and confirms that they have always been “very close.”
From Elizabeth, who is 31 years old, you learn that she was adopted by her parents, Rita and Gary, who were in their late 40s at the time. They were first generation immigrants who had no family in the United States. Their biological daughter, Susan, had died 10 years earlier after Rita accidentally ran over the 5 year old while backing out of the driveway. Elizabeth surmises that her mother never fully recovered from this traumatic incident and remained distant and withdrawn throughout Elizabeth’s life. Elizabeth describes her father, Gary, as “a hard worker, smart, and always serious.” She shares that most of her family memories were of times spent with her dad in his study, surrounded by books. She states, “He could find the answer to all of my questions in one his many books.” Elizabeth describes herself as the “quiet, bookish type” and attributes her love for books to her father. Like her father in his study, Elizabeth remembers spending most of her adolescence alone in her room, reading, so she would not upset her mother. Looking back, Elizabeth tells you she recognizes her mother’s struggle with depression, “but as a kid, I thought it was me.”
You comment on the vastly different childhood experiences and normalize the potential for relationship challenges under these circumstances. Acknowledging the differences, Elizabeth remarks that Bob’s relationship with his family was one of the things that she was attracted to early in their relationship. Bob agrees with her and comments that Katie and Elizabeth.
Cognitive and Language Development Milestones Picture Book[WLO .docxmary772
Cognitive and Language Development Milestones Picture Book
[WLO: 1] [CLO: 1]
Prior to beginning work on this assignment,
Review Chapters 6, 7, and 9 of your text.
Review the cognition and language development milestones from the Centers for Disease Control and Prevention on the web page
Basic Information (Links to an external site.)
.
Identify one age-group that you will discuss:
Infancy: Birth to 12 months
Toddler: 1 to 3 years
Early childhood: 4 to 8 years
Review and download the
Cognitive and Language Development Milestones Picture Book Template.
The purpose of this assignment is to creatively demonstrate an understanding of developmental milestones as they pertain to cognition and language development.
Part 1:
Based on the required resources above, create a children’s picture book using
StoryJumper (Links to an external site.)
that tells a story about a child’s typical day. Your story must incorporate at least four cognitive and four language development milestones for the age-group you have selected. Your story can be about a fictional child or can be based on a real child. Watch the video,
StoryJumper Tutorial (Links to an external site.)
, for assistance in using StoryJumper.
To complete this assignment, you must
Create a children’s picture book using StoryJumper.
Identify at least four cognitive development milestones appropriate to the age-group selected.
Distinguish at least four language development milestones appropriate to the age-group selected.
Discuss a typical day appropriate to the age-group selected.
Part 2:
Open the
Cognitive and Language Development Milestones Picture Book Template
and complete the following items:
Provide the link to the StoryJumper picture book you created in Part 1.
Indicate which age-group your picture book will discuss.
List at least four cognitive development milestones that are included in your picture book.
List at least four language development milestones that are included in your picture book.
Submit your Word document to Waypoint.
The Cognitive and Language Development Milestones Picture Book:
Must be eight to 10 pages of text in length (not including title page, images, and references page) and formatted according to APA style as outlined in the Ashford Writing Center’s
APA Style (Links to an external site.)
Must include a separate title page with the following:
Title of picture book
Student’s name
Course name and number
Instructor’s name
Date submitted
Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s
Citing Within Your Paper (Links to an external site.)
Must include a separate references page or slide that is formatted according to APA style as outlined in the Ashford Writing Center. See the
Formatting Your References List (Links to an external site.)
resource in the Ashford Writing Center for specifications.
CHAPTER 6 SUMMARY
Piaget’s Cognitive-Developmental Theory.
Codes of (un)dress and gender constructs from the Greek to t.docxmary772
Codes of (un)dress and gender constructs
from the Greek to the Roman world
he
By 6th c. BC: Greek male and female dress codes firmly established
Archaic kouros
and kore statues
demonstrate how
the body was
used in the
naturalization of
gender
constructs
The naked male
body in the
classical period:
the Doryphoros as
a heroic athlete-
warrior citizen
Male sexuality: conditions by the patriarchal ideology of
domination, it restricted sexual expression and freedom
in homosexual
relations
and heterosexual
relations
In the classical
period,
while the naked
male body was
idealized and
heroized,
the female naked
body was always
sexualized and
objectified.
Centauromachy (late 5th c.
Bassae): the Greek female is
defenseless and sexualized
(must be defended by Greek
men).
Gendered
nakedness in
mythological
scenes:
the Greek
male is
always
heroized
Amazonomachy (4th c.
Halikarnassos): the non-
Greek female is wild and
sexualized (must be
dominated by Greek men).
Aphrodite (Roman Venus): at first fully dressed
The gradual disrobing of Aphrodite in monumental statues, late 5th to
4th c. BC (Roman copies)
“Venus Genetrix”,
original late 5th c. BC
“Venus of Capua”,
original 4th c. BC
Aphrodite of Knidos,
original 4th c. BC
Late 5th c. onwards: minor goddesses were also represented sexualized in
statues, but only Aphrodite appeared entirely naked by the 4th c. BC.
Nike (Victory), late
5th c., Olympia.
Aphrodite of Knidos by
Praxiteles, 4th c. (Roman copy)
Aphrodite “Beautiful
Buttocks”, Roman
copy (Greek ca. 300).
Doryphoros and
Aphrodite of Knidos
(Knidia or Knidian
Aphrodite), Roman
copies.
What main
differences do you
observe?
Was her nakedness
really threatening to
patriarchy (Andrew
Stewart)?
Or, in what ways
was her nakedness
aligned with
patriarchal ideology?
Could she have been
empowering for
women?
The traditional visual
presence of a divine
statue at the far end of
a rectangular temple
was very different
(Olympian Zeus)
Aphrodite of Knidos was displayed in an unusual temple (round plan), so as to
be seen from all sides, like a beautiful object.
The original
Aphrodite of
Knidos is lost.
Numerous
Roman copies
of the Knidian
Aphrodite exist
(with variations
in details).
“Colonna
Venus” Vatican
Museums.
“Ludovisi
Venus”,
Palazzo
Altemps, Rome
(only the torso
is ancient, the
rest is 17th-c,
restoration.)
Capitoline Venus, Rome
Medici Venus, Florence
Variations on the
“Venus pudica” type,
Greek Hellenistic
originals, Roman
copies.
Are they more modest
or also more shamed?
Latin pudore: modesty,
chastity, shame.
Greek aidos: shame,
modesty
(aidion=vagina)
There is no male “pudicus”
type in Greco-Roman
sculpture.
These unequal gender
constructs are still around
today,
to the detriment of all of us!
There is no male
“pudicus” type in Greco-
Roman sculpture.
An effec.
Coding Assignment 3CSC 330 Advanced Data Structures, Spri.docxmary772
Coding Assignment 3
CSC 330: Advanced Data Structures, Spring 2019
Released Monday, April 15, 2019
Due on Canvas on Wednesday, May 1, at 11:59pm
Overview
In this assignment, you’ll implement another variant of a height-balancing tree known as a
splay tree. The assignment will also give you an opportunity to work with Java inheritance;
in particular, the base code that you’ll amend is structured so that your SplayTree class
extends from an abstract class called HeightBalancingTree, which gives a general template
for how a height-balancing tree should be defined.
As always, please carefully read the entire write-up before you begin coding your submission.
Splay Trees
As mentioned above, a splay tree is another example of a height-balancing tree — a binary
search tree that, upon either an insertion or deletion, modifies the tree through a sequence
of rotations in order to reduce the overall height of the tree.
However, splay trees differ from the other height-balancing trees we’ve seen (AVL trees,
red-black trees) in terms of the type of guarantees that they provide. In particular, recall
that both AVL trees and red-black trees maintain the property that after any insertion or
deletion, the height of the tree is O(log n), where n is the number of elements in the tree.
Splay trees unfortunately do not provide this (fairly strong) guarantee; namely, it is possible
for the height of a splay tree to become greater than O(log n) over a sequence of insertions
and deletions.
Instead, splay trees provide a slightly weaker (though still meaningful) guarantee known as
an amortized bound, which is essentially just a bound on the average time of a single opera-
tion over the course of several operations. In the context of splay trees, one can show that
over the course of, say, n insertions to build a tree with n elements, the average time of each
of these operations is O(log n) (but again, keeping in mind it is possible for any single one
of these operations to take much longer than this).
Showing this guarantee is beyond the scope of this course (although the details of the analy-
sis can be found in your textbook). Instead, in this assignment, we will just be in interested
1
r splay:
N
root
root
2
1
1
2
l splay:
N
1
2
rr splay:
N
N
N
ll splay:
rl splay:
1
2
N
lr splay:
Figure 1: Illustration of the six possible cases for on a given step of a splay operation.
in writing an implementation of a splay tree in Java that is structured using inheritance.
Splay Tree Insertions and Deletions
To insert or delete an element from the tree, splay trees use the same approach as the other
height-balancing trees we’ve discussed in class — first we insert/deletion an element using
standard BST procedures, and then perform a “height-fixing” procedure that rebalances the
tree. Thus, what distinguishes each of these height-balancing trees from one another is how
they define their height-fixing procedures.
To fix the tree after both inser.
CodeZipButtonDemo.javaCodeZipButtonDemo.java Demonstrate a p.docxmary772
CodeZip/ButtonDemo.javaCodeZip/ButtonDemo.java// Demonstrate a push button and handle action events.
import java.awt.*;
import java.awt.event.*;
import javax.swing.*;
publicclassButtonDemoimplementsActionListener{
JLabel jlab;
JTextField jtf;
ButtonDemo(){
// Create a new JFrame container.
JFrame jfrm =newJFrame("A Button Example");
// Specify FlowLayout for the layout manager.
jfrm.setLayout(newFlowLayout());
// Give the frame an initial size.
jfrm.setSize(220,90);
// Terminate the program when the user closes the application.
jfrm.setDefaultCloseOperation(JFrame.EXIT_ON_CLOSE);
// Make two buttons.
JButton jbtnUp =newJButton("Up");
JButton jbtnDown =newJButton("Down");
// Create a text field.
jtf =newJTextField(10);
// Add action listeners.
jbtnUp.addActionListener(this);
jbtnDown.addActionListener(this);
// Add the buttons to the content pane.
jfrm.add(jbtnUp);
jfrm.add(jbtnDown);
jfrm.add(jtf);
// Create a label.
jlab =newJLabel("Press a button.");
// Add the label to the frame.
jfrm.add(jlab);
// Display the frame.
jfrm.setVisible(true);
}
// Handle button events.
publicvoid actionPerformed(ActionEvent ae){
if(ae.getActionCommand().equals("Up")){
jlab.setText("You pressed Up.");
FileClock clock1=newFileClock(jtf);
Thread thread1=newThread(clock1);
thread1.start();
}
else
jlab.setText("You pressed down. ");
}
publicstaticvoid main(String args[]){
// Create the frame on the event dispatching thread.
SwingUtilities.invokeLater(newRunnable(){
publicvoid run(){
newButtonDemo();
}
});
}
}
CodeZip/CBDemo.javaCodeZip/CBDemo.java// Demonstrate check boxes.
import java.awt.*;
import java.awt.event.*;
import javax.swing.*;
publicclassCBDemoimplementsItemListener{
JLabel jlabSelected;
JLabel jlabChanged;
JCheckBox jcbAlpha;
JCheckBox jcbBeta;
JCheckBox jcbGamma;
CBDemo(){
// Create a new JFrame container.
JFrame jfrm =newJFrame("Demonstrate Check Boxes");
// Specify FlowLayout for the layout manager.
jfrm.setLayout(newFlowLayout());
// Give the frame an initial size.
jfrm.setSize(280,120);
// Terminate the program when the user closes the application.
jfrm.setDefaultCloseOperation(JFrame.EXIT_ON_CLOSE);
// Create empty labels.
jlabSelected =newJLabel("");
jlabChanged =newJLabel("");
// Make check boxes.
jcbAlpha =newJCheckBox("Alpha");
jcbBeta =newJCheckBox("Beta");
jcbGamma =newJCheckBox("Gamma");
// Events generated by the check boxes
// are handled in common by the itemStateChanged()
// method implemented by CBDemo.
jcbAlpha.addItemListener(this);
jcbBeta.addItemListener(this);
jcbGamma.addItemListener(this);
// Add checkboxes and labels to the content pane.
jfrm.add(jcbAlpha);
jfrm.add(jcbBeta);
jfrm.add(jcbGamma);
jfrm.add(jlabChanged);
jfrm.add(jlabSelected);
// Display the frame.
jfrm.setVisible(true);
}
// This is the handler for the check boxes..
CoevolutionOver the ages, many species have become irremediably .docxmary772
Coevolution
Over the ages, many species have become irremediably linked. Whether in the context of an arms race or cooperation to conquer new ecosystems, they have no choice but to evolve together . According to Paul Ehrlich and Peter Raven, who introduced the term in 1964, "Coevolution is the evolution of two or more entities caused by the action between these entities of reciprocal selective factors. Organizations must therefore influence each other (Thompson, 1989). Coevolution relates to this week’s theme by the how natural selection affects the ecosystem. The book compares coevolution to an ecological arm race (Bensel & Turk, 2014). One example is a case of bats as stated in the book and their use of echolocation to be able to find insects. One insect that tries to outsmart it is a tiger moth which blocks out and jam’s the bats signal with a high frequency clicks and the bat fly’s erratically to confuse the moth. This is important in adaptation and of evolution of any new biological species. There are two kinds of interactions that happen that can lead to competitive coevolution. One interactions is predation in which one organism kills another organism. The second one is parasitism in which one organism benefits by damaging but not killing another organism.
This term affects living things and the physical world because if we didn’t have the natural selection all our ecosystem who would be extinct including human beings. Many recent studies state that environmental changes have messed with the balance between interacting species and leading to their extinction. When we use the three models of coevolution such as competition, predation, mutualism in organizing and synthesizing ways to modify species interaction when there is climate change in favoring one species over another. Coevolution reduces the effects of climate change and leads to lowering chances in extinction. By getting an understanding of our nature of coevolution in how they interact with different species and our communities interact and respond to the changing climate.
We as human kind must take action and not let our natural system and ecosystem suffer because of our greed for economic growth (Cairns, 2007). We must also be careful of our matriac consumption and forget about ecological and sustainability ethics. (Cairns, 2007). Humans need to take action to better take care of our ecosystem and environment. Morowitz (1992) stated in this journal, “Sustained life is a property of an ecological system rather than a single organism or species.” There are no species that can exist without the ecological life support system even humans (Cairns, 2007). We need to put more effort in taking care of our environment by creating more organizations in getting our communities involved. In achieving sustainability they must guide through ecological and sustainability ethics. There are many challenges that will come but with achieving sustainable use of our planet our environment will .
Coding Component (50)Weve provided you with an implementation .docxmary772
Coding Component (50%)
We've provided you with an implementation of an unbalanced binary search tree. The tree implements an ordered dynamic set over a generic comparable type T. Supported operations include insertion, deletion, min, max, and testing whether a value is in the set (via the exists method). Because it's a set, duplicates are not allowed, and the insert operation will not insert a value if it is already present.
We have implemented the BST operations in a recursive style. For example, inserting a value into a tree recurses down the tree seeking the correct place to add a new leaf. Each recursive call returns the root of the subtree on which it was called, after making any modifications needed to the subtree to perform the insertion. Deletion is implemented similarly.
Your job is to add the functionality needed to keep the tree balanced using the AVL property. In particular, you will need to
· augment the tree to maintain the height of each of its subtrees, as discussed in Studio;
· compute the balance at the root of a subtree (which is the height of the root's left subtree minus that of its right subtree);
· implement the AVL rebalancing operation, along with the supporting rotation operations; and
· call the height maintenance and rebalancing operations at the appropriate times during insertion and deletion.
Code Outline
There are two main source code files you need to consider, both in the avl package:
· TreeNode.java implements a class TreeNode that represents a node of a binary search tree. It holds a value (the key of the node) along with child and parent pointers. It has a height data member that is currently not used for anything. You should not modify this file, but you need to understand its contents.
· AVLTree.java implements an ordered set as a binary search tree made out of TreeNode objects.
The AVLTree class provides an interface that includes element insertion and deletion, as well as an exists() method that tests whether a value is present in the set. It also offers min() and max() methods. These methods all work as given for (unbalanced) BSTs, using the algorithms we discussed in lecture.
To implement the AVL balancing method, you will need to fill in some missing code to maintain the height of each subtree and perform rebalancing. Look for the 'FIXME' tags in AVLTree.java to see which methods you must modify.
Height Maintenance
You'll need to set the height data member each time a new leaf is allocated in the tree. You can then maintain the height as part of insertion or deletion using the incremental updating strategy you worked out in Studio 10, Part C.
The update procedure updateHeight() takes in a node and updates its height using the heights of its two subtrees. It should run in constant time.
You'll need to call updateHeight() wherever it is needed – in insertion, deletion, and perhaps elsewhere.
Rebalancing
You must implement four methods as part of AVL rebalancing:
· getBalance() computes the balance fact.
Codes of Ethics Guides Not Prescriptions A set of rules and di.docxmary772
Codes of Ethics: Guides Not Prescriptions A set of rules and directives that would result in efficient and ethical professional practice would be something clearly welcomed by student and professional alike. However, as should be clear by now, such prescriptions or recipes for professional practice do not exist, nor does every client and every professional condition provide clear-cut avenues for progress. Professional practice is both complex and complicated. The issues presented are often confounded and conflicting. The process of making sense of the options available and engaging in the path that leads to effective, ethical practice cannot be preprogrammed but rather needs to be fluid, flexible, and responsive to the uniqueness of the client and the context of helping. The very dynamic and fluid nature of our work with clients prohibits the use of rigid, formulaic prescriptions or directions. Never is this so obvious as when first confronted with an ethical dilemma. Consider the subtle challenges to practice decisions presented in Case Illustration 7.1. The case reflects a decision regarding the release of information and the potential breach of confidentiality. The element confounding the decision, as you will see, is that the client was deceased and it was the executrix of the estate providing permission to release the information to a third party.
Case Illustration 7.1 Conditions for Maintaining Confidentiality While all clinicians have been schooled in the issue of confidentiality and the various conditions under which confidentiality must be breached (e.g., prevention of harm to self or another), the conditions of maintenance of confidentiality can be somewhat blurred when the material under consideration is that of a client who is now deceased. Consider the case of Dr. Martin Orne, MD, PhD. Dr. Orne was a psychotherapist who worked with Anne Sexton, a Pulitzer Prize winner. Following the death of Ms. Sexton, an author, Ms. Middlebrook, set out to write her biography. In doing her research, Ms. Middlebrook discovered that Dr. Orne had tape-recorded a number of sessions with Ms. Sexton in order to allow her to review the sessions, and he had not destroyed the tapes following her death. Ms. Middlebrook approached Linda Gray Sexton, the daughter of the client and the executrix of the estate, seeking permission to access these tapes of the confidential therapy sessions as an aid to her writing. The daughter granted permission for release of the therapeutic tapes. A number of questions could be raised around this case, including the ethics of tape-recording or the ethics of maintenance of the tapes following the death of the client. However, the most pressing issue involves the conditions under which confidentiality should be maintained. The challenge here is, should Dr. Orne release the tapes in response to the daughter’s granting of permission, or does his client have the right to confidentiality even beyond the grave? As noted, t.
Codecademy Monetizing a Movement 815-093 815-093 Codecademy.docxmary772
Codecademy: Monetizing a Movement? 815-093
815-093 Codecademy: Monetizing a Movement?
Codecademy: Monetizing a Movement? 815-093
9-815-093
RE V : OCT OB E R 1 4 , 2 0 1 5
JEFFREY J. BU SSGANG
LISA C. MA ZZANTI
Codecademy: Monetizing a Movement?
We’re a movement to make education more of a commodity. We’re not just a for-profit company. Our mission would get tainted if we charged consumers for content. We need to be authentic.
— Zach Sims, Cofounder and CEO
Zach Sims and Ryan Bubinski sat in the Codecademy headquarters, an exposed-brick fourth-floor office near Madison Square Park in New York City. In 2011, while in their early twenties, the two had founded Codecademy, an open-platform, online community to teach users to code. By 2014, they had a total of 24 million unique users and a library of over 100,000 lessons. The company had raised a total of $12.5 million in funding and was, on many fronts, an overwhelming success. However, there were still no revenues. The company’s website stated, “Codecademy is free and always will be.”1
The founders, along with the board, had decided that 2014 would be a year of experimentation with different monetization strategies. By June, the cofounders had preliminarily tested two monetization models. The first charged companies for training employees offline on coding skills, a service that the training departments of these companies paid an annual fee to receive. The second monetization model focused on a labor marketplace to match Codecademy users with jobs that corporations and recruiters were seeking to fill.
But 2014 had also been busy in other arenas for the 25-employee company. In April, the company launched a redesign of its website, because, as the Codecademy blog announced, “it quickly became apparent that if we wanted to grow and mature as a brand, we required a thorough redesign of our entire product.”2 The next month, the company announced that they were opening an office in London to work with the British education system and also had forged partnerships with foundations and government bodies in Estonia, Argentina, and France.
As Sims and Bubinski huddled in their glass-walled conference room, they tried to focus on the task at hand—to narrow down their ideas and eventually decide on a viable business model. The two reviewed early results from both experiments to prepare for the upcoming board meeting where they planned to present their findings and propose next steps. The employee-training experiments had yielded promising initial results but would require hiring a sales force, offline instructors, and some content customization to scale. The labor marketplace model promised less friction in scaling but represented a more crowded market opportunity.
Senior Lecturer Jeffrey J. Bussgang and Case Researcher Lisa C. Mazzanti (Case Research & Writing Group) prepared this case. It was reviewed and approved before publication by a company designate. Funding for the develo.
Code switching involves using 1 language or nonstandard versions of .docxmary772
Code switching involves using 1 language or nonstandard versions of a language instead of another language due to setting, conversational partner, topic, and other factors.
Respond to the following in a minimum of 175 words:
When was a time that you engaged in code switching?
Why did you engage in code switching?
What were the potential benefits and potential consequences of code switching in that scenario?
What was the result of your actions?
.
Code of Ethics for the Nutrition and Dietetics Pr.docxmary772
Code of Ethics
for the Nutrition and Dietetics Profession
Effective Date: June 1, 2018
Preamble:
When providing services the nutrition and dietetics practitioner adheres to the core values of customer focus,
integrity, innovation, social responsibility, and diversity. Science-based decisions, derived from the best available research
and evidence, are the underpinnings of ethical conduct and practice.
This Code applies to nutrition and dietetics practitioners who act in a wide variety of capacities, provides general
principles and specific ethical standards for situations frequently encountered in daily practice. The primary goal is the
protection of the individuals, groups, organizations, communities, or populations with whom the practitioner works and
interacts.
The nutrition and dietetics practitioner supports and promotes high standards of professional practice, accepting
the obligation to protect clients, the public and the profession; upholds the Academy of Nutrition and Dietetics (Academy)
and its credentialing agency the Commission on Dietetic Registration (CDR) Code of Ethics for the Nutrition and Dietetics
Profession; and shall report perceived violations of the Code through established processes.
The Academy/CDR Code of Ethics for the Nutrition and Dietetics Profession establishes the principles and ethical
standards that underlie the nutrition and dietetics practitioner’s roles and conduct. All individuals to whom the Code
applies are referred to as “nutrition and dietetics practitioners”. By accepting membership in the Academy and/or accepting
and maintaining CDR credentials, all nutrition and dietetics practitioners agree to abide by the Code.
Principles and Standards:
1. Competence and professional development in practice (Non-maleficence)
Nutrition and dietetics practitioners shall:
a. Practice using an evidence-based approach within areas of competence, continuously develop and enhance
expertise, and recognize limitations.
b. Demonstrate in depth scientific knowledge of food, human nutrition and behavior.
c. Assess the validity and applicability of scientific evidence without personal bias.
d. Interpret, apply, participate in and/or generate research to enhance practice, innovation, and discovery.
e. Make evidence-based practice decisions, taking into account the unique values and circumstances of the
patient/client and community, in combination with the practitioner’s expertise and judgment.
f. Recognize and exercise professional judgment within the limits of individual qualifications and collaborate
with others, seek counsel, and make referrals as appropriate.
g. Act in a caring and respectful manner, mindful of individual differences, cultural, and ethnic diversity.
h. Practice within the limits of their scope and collaborate with the inter-professional team.
2. Integrity in personal and organizational behaviors and practices (Autonomy)
N.
Code of Ethics for Engineers 4. Engineers shall act .docxmary772
Code of Ethics for Engineers
4. Engineers shall act for each employer or client as faithful agents or
trustees.
a. Engineers shall disclose all known or potential conflicts of interest
that could influence or appear to influence their judgment or the
quality of their services.
b. Engineers shall not accept compensation, financial or otherwise,
from more than one party for services on the same project, or for
services pertaining to the same project, unless the circumstances are
fully disclosed and agreed to by all interested parties.
c. Engineers shall not solicit or accept financial or other valuable
consideration, directly or indirectly, from outside agents in
connection with the work for which they are responsible.
d. Engineers in public service as members, advisors, or employees
of a governmental or quasi-governmental body or department shall
not participate in decisions with respect to services solicited or
provided by them or their organizations in private or public
engineering practice.
e. Engineers shall not solicit or accept a contract from a governmental
body on which a principal or officer of their organization serves as
a member.
5. Engineers shall avoid deceptive acts.
a. Engineers shall not falsify their qualifications or permit
misrepresentation of their or their associates’ qualifications. They
shall not misrepresent or exaggerate their responsibility in or for the
subject matter of prior assignments. Brochures or other
presentations incident to the solicitation of employment shall not
misrepresent pertinent facts concerning employers, employees,
associates, joint venturers, or past accomplishments.
b. Engineers shall not offer, give, solicit, or receive, either directly or
indirectly, any contribution to influence the award of a contract by
public authority, or which may be reasonably construed by the
public as having the effect or intent of influencing the awarding of a
contract. They shall not offer any gift or other valuable
consideration in order to secure work. They shall not pay a
commission, percentage, or brokerage fee in order to secure work,
except to a bona fide employee or bona fide established commercial
or marketing agencies retained by them.
III. Professional Obligations
1. Engineers shall be guided in all their relations by the highest standards
of honesty and integrity.
a. Engineers shall acknowledge their errors and shall not distort or
alter the facts.
b. Engineers shall advise their clients or employers when they believe
a project will not be successful.
c. Engineers shall not accept outside employment to the detriment of
their regular work or interest. Before accepting any outside
engineering employment, they will notify their employers.
d. Engineers shall not attempt to attract an engineer from another
employer by false or misleading pretenses.
e. Engineers shall not promote their own interest at the expense of the
dignity and integr.
Coder Name: Rebecca Oquendo
Coding Categories:
Episode
Aggressive Behavior
Neutral Behavior
Virtuous Behavior
Aggressive Gaming
Neutral Gaming
Virtuous Gaming
An older peer began using slurs or derogatory language
An older peer suggested that the team should cheat
The child witnessed an older peer intentionally leave out another player
An older player suggested that they play a different game
The child lost the game with older players on their team
The child witnessed an older player curse every time a mistake was made
Index:
· In this case aggressive behavior would constitute as mimicking older members undesired behaviors or becoming especially angry or agitated in game. A neutral behavior would be playing as they usually would not mimicking older player’s behaviors or trying to fit in to their more aggressive styles. A virtuous behavior would be steering the game away from aggression, voicing an opinion about the excessive aggression, or finding a way to express their gaming experience in a positive way. The same can be applied for the similar categories in “gaming”.
· Each category can be scaled from 1-7 in which way the child’s dialogue tended to be behavior and gaming wise with a 1 indicating little to no effort in that direction and a 7 indicating extreme effort in that category.
1. What are the different types of attributes? Provide examples of each attribute.
2. Describe the components of a decision tree. Give an example problem and provide an example of each component in your decision making tree
3. Conduct research over the Internet and find an article on data mining. The article has to be less than 5 years old. Summarize the article in your own words. Make sure that you use APA formatting for this assignment.
Questions from attached files
1. Obtain one of the data sets available at the UCI Machine Learning Repository and apply as many of the different visualization techniques described in the chapter as possible. The bibliographic notes and book Web site provide pointers to visualization software.
2. Identify at least two advantages and two disadvantages of using color to visually represent information.
3. What are the arrangement issues that arise with respect to three-dimensional plots?
4. Discuss the advantages and disadvantages of using sampling to reduce the number of data objects that need to be displayed. Would simple random sampling (without replacement) be a good approach to sampling? Why or why not?
5. Describe how you would create visualizations to display information that describes the following types of systems.
a) Computer networks. Be sure to include both the static aspects of the network, such as connectivity, and the dynamic aspects, such as traffic.
b) The distribution of specific plant and animal species around the world fora specific moment in time.
c) The use of computer resources, such as processor time, main me.
Code#RE00200012002020MN2DGHEType of Service.docxmary772
Code#RE00200012002020MN2DGHE
*****************
Type of Service
Presentation task- Attack Vector
Solution
s Step 14: Submit the Presentation
Project Title/Subject
Attack Vector
.
CODE OF ETHICSReview the following case study and address the qu.docxmary772
CODE OF ETHICS
Review the following case study and address the questions that follow:
General Hospital’s staff aggregated its infection rate data for comparison purposes with four other hospitals in the community. The staff members were aware that the data was flawed. They presented a false perception that General Hospital’s postoperative infection rates were lower than those of peer hospitals. The comparison data was published in the local newspaper. The Jones family, believing the data to be correct and concerned about the number of deaths related to hospital-acquired infections, relied on the data in selecting General Hospital as their preferred hospital.
Tasks:
Describe how organizational and professional codes of ethics were violated in this case.
Describe what role an organization’s ethics committee could play in addressing this or similar issues.
400 words APA format
.
cocaine, conspiracy theories and the cia in central america by Craig.docxmary772
cocaine, conspiracy theories and the cia in central america by Craig Delaval
Delaval is a freelance writer and filmmaker and was a production assistant for "Drug Wars." This article was edited by Lowell Bergman, series reporter for "Drug Wars."
Since its creation in 1947 under President Harry Truman, the CIA has been credited with a number of far-fetched operations. While some were proven - the infamous LSD mind-control experiments of the 1950s - others, like the assassination of John F. Kennedy and the crash of the Savings and Loans industry, have little or no merit.
In 1996 the agency was accused of being a crack dealer.
A series of expose articles in the San Jose Mercury-News by reporter Gary Webb told tales of a drug triangle during the 1980s that linked CIA officials in Central America, a San Francisco drug ring and a Los Angeles drug dealer. According to the stories, the CIA and its operatives used crack cocaine--sold via the Los Angeles African-American community--to raise millions to support the agency's clandestine operations in Central America.
The CIA's suspect past made the sensational articles an easy sell. Talk radio switchboards lit up, as did African-American leaders like U.S. Rep. Maxine Waters, D-Los Angeles, who pointed to Webb's articles as proof of a mastermind plot to destroy inner-city black America.
One of the people who was accused in the San Jose Mercury-News of being in the midst of the CIA cocaine conspiracy is one of the most respected, now retired, veteran D.E.A. agents, Robert "Bobby" Nieves.
"You have to understand Central America at that time was a haven for the conspiracy theorists. Christic Institute, people like Gary Webb, others down there, looking to dig up some story for political advantage," Nieves said. "No sexier story than to create the notion in people's minds that these people are drug traffickers."
But in the weeks following publication, Webb's peers doubted the merit of the articles. Fellow journalists at the Washington Post, New York Times and Webb's own editor accused him of blowing a few truths up into a massive conspiracy.
Amongst Webb's fundamental problems was his implication that the CIA lit the crack cocaine fuse. It was conspiracy theory: a neat presentation of reality that simply didn't jibe with real life. Webb later agreed in an interview that there is no hard evidence that the CIA as an institution or any of its agent-employees carried out or profited from drug trafficking.
Still, the fantastic story of the CIA injecting crack into ghettos had taken hold. In response to the public outcry following Webb's allegations--which were ultimately published in book form under the title Dark Alliance--the CIA conducted an internal investigation of its role in Central America related to the drug trade. Frederick Hitz, as the CIA Inspector General-- an independent watchdog approved by Congress--conducted the investigation. In October 1998, the CIA released a declassifie.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Digital Tools and AI for Teaching Learning and Research
Codes of Ethical Conduct A Bottom-Up ApproachRonald Paul .docx
1. Codes of Ethical Conduct: A Bottom-Up Approach
Ronald Paul Hill • Justine M. Rapp
Received: 18 January 2013 / Accepted: 12 December 2013 /
Published online: 1 January 2014
� Springer Science+Business Media Dordrecht 2013
Abstract Developing and implementing a meaningful
code of conduct by managers or consultants may require a
change in orientation that modifies the way these precepts
are determined. The position advocated herein is for a
different approach to understanding and organizing the
guiding parameters of the firm that requires individual
reflection and empowerment of the entire organization to
advance their shared values. The processes involved are
discussed using four discrete stages that move from the
personal to the work team and to the unit to the full
company, followed by the board of directors’ evaluation.
The hoped-for end product is dynamic, employee-driven,
2. codes of conduct that recognize the systemic and far-
reaching impact of organizational activities across internal
and external stakeholders. Operational details for and some
issues associated with its implementation are also provided.
Keywords Code of conduct � Employee-driven
approaches � Bottom-up development
Corporation, Be Good! Frederick (2006)
That managers and employees are capable of both ethical
and unethical behaviors due to individual and internal
corporate culture factors cannot be denied (Ashforth and
Anand 2003; Treviño and Weaver 2003; Treviño et al.
2006). Over the last decade, as diverse organizational
stakeholders began exerting more pressure on firms to
eliminate unethical conduct, the field of management has
witnessed a proliferation of research on ethics and ethical
behavior in organizations (Elango et al. 2010; Gopala-
krishnan et al. 2008; O’Fallon and Butterfield 2005; Tre-
viño et al. 2006).
3. However, recent ethical failures, as well as continuous
ethical challenges that organizations face, have led scholars
to conclude that predicting ethical dilemmas is difficult a
priori: ‘‘It is only, when we look back on our conduct over
the long run that we may find ourselves guilty of moral
laxity’’ (Geva 2006, p. 138). What underlies this particular
situation is the inability of organizational elites to monitor
and implement initiatives within today’s complex business
entities (Martin and Eisenhardt 2010; Uhl-Bien et al.
2007). Accordingly, more dynamic approaches to business
ethics is needed, one that spans ‘‘both the individual and
organizational levels’’ of concern (Gopalakrishnan et al.
2008, p. 757).
As a consequence and in reaction to neoclassical eco-
nomics, managers and their employees are expected to go
beyond dictates imposed by the law and marketplace to
fulfill larger responsibilities (Stark 1993). This expectation
is accomplished through adoption of a stakeholder per-
4. spective that is infused with empathy for people, groups,
and communities that may be impacted by the actions of
business firms (Nash 1981). For-profit entities must
broaden their missions so that their overall contributions to
society are factored into their strategies to achieve this
level of success, with the inclusion of noneconomic goals
as an important component (Andrews 1989). The end result
is shared moral culture that engenders trust within and
R. P. Hill
Villanova School of Business, 800 Lancaster Avenue,
Villanova,
PA 19095, USA
e-mail: [email protected]u
J. M. Rapp (&)
School of Business Administration, University of San Diego,
5998 Alcalá Park, San Diego, CA 92110, USA
e-mail: [email protected]
123
J Bus Ethics (2014) 123:621–630
DOI 10.1007/s10551-013-2013-7
5. among the constellation of individuals and organizations
that make up their interactive system (Feldman 2007).
Therefore, the main purpose of this paper is to explore
how ethical behavior in businesses is driven by individual
actions and interactions, and how it is subsequently
amplified through team, unit, and ultimately organizational
actions. While the emphasis is on the importance of indi-
vidual behavior and ‘‘bottom-up’’ dynamics, we recognize
the important role top leaders play in this process. More
specifically, we argue that business leaders represent a
crucial element in this process, since they are responsible
for conditions that enable ethical behavior to occur, and, as
importantly, for removal of obstacles to ethics development
in the organization.
Current Practices
At its most fundamental level, the purpose of codes of
ethics is to help managers to avoid hazards associated with
6. the immoral actions (Rosthorn 2000), and reap rewards that
emanate from moving toward a moral ideal (Garcia-Marza
2005). In a study analyzing thirty-nine ethics codes by
Fortune 500 companies (Sanderson and Varner 1984), the
authors found the predominance of content related to issues
surrounding federal laws (75 %), conflicts of interest
(70 %), and political contributions (72 %), with the
remainder addressing concerns related to customers,
accounting records, and antitrust issues. The most notable
finding from this assessment, however, is the purely law-
based or legal themes in the articulation of these codes of
ethics.
However, scholarship has revealed that few businesses
have created adequate processes for uncovering and artic-
ulating wider values (see Nash 1981). For example, Sch-
wartz (2002) found a lack of consistency and standards
among existing ethical codes, calling for a systematic
approach in code development addressing the inclusion of
7. six fundamental moral standards (see also Zadek 1998).
Irrespective of this call, such oversight is exacerbated by
internal cultures that value traditional markers of success
originating with top management (Chonko et al. 2002).
A second predominant concern regarding the majority of
codes of ethics within organizations is the engrained top-
down structure of implementation. As such, executive
dictated approaches disproportionately favor positions of
organizational elites relative to the majority of employees
who operate in the proverbial trenches. As a result, man-
agers often attempt to guide ethical conduct by eliciting a
set of moral codes that are presented to rank-and-file
workers as given rather than negotiated (Feldman 2007).
These codes of ethics, along with written policies and
statements, offer little helpful guidance (Badaracco and
Webb 1995), and they typically are viewed as too broad
and too superficial (Andrews 1989). They also may fail to
grasp that norms of behavior do not implement themselves
8. (McNamee and Fleming 2007), and that ethical expecta-
tions not well integrated into managerial decision-making
are unlikely to have much impact (see Geva 2006).
Chonko et al. (2002) summarized the codes of con-
duct—ethics training—internal evaluation continuum as:
(a) primarily reactive rather than proactive, (b) short-term
oriented, (c) descriptive versus reflective, and (d) focused
on individual behavior over collective impact. As noted,
explanations for shortcomings are located in faulty reward
systems that stem from leadership failure to advocate for
moral principles. However, problems are as likely to
originate in a lack of understanding of the dynamic,
interactive, and systemic nature of organizational life (see
Frederick 1995, 1998). In this regard, the development of a
code of ethical conduct should create dialog that values
contributions of all involved parties and recognizes the
overlapping and competing interests and actions that lead
to inevitable conflicts over resource allocations (Hill et al.
9. 2007).
This background shows the importance of participation
in the development and operationalization of moral stan-
dards for healthy ethical climates in businesses (also see
Schwartz 2002). In this vein, a code of ethics must orient
participants to ways in which idiosyncratic self-interests
and altruistic tendencies drive behavior as they intersect
with the organizational power bases, internal mores, and
conflicting objectives that make up bioeconomic systems
(Hill and Watkins 2009). Employing Ethical Climate The-
ory as a frame, this ‘‘mosaic’’ includes beliefs, attitudes,
intentions, and behaviors that capture the complexity
associated with workings of companies (Martin and Cullen
2006). To this end, developing a code of ethics must build
from persons to groups to firms so that differences in values
are uncovered and appropriately addressed (Nash 1981).
As a consequence, we advocate for a bottom-up
approach in the development of organizational ethics
10. codes, as scholarship finds that many formal statements of
values are ignored unless they are the product of the
company as a collective (DuFrene 2001; Nielsen and
Massa 2013). Of course, this call has occurred previously
and as a way to create co-ownership of the resulting ethical
statements and enhance worker compliance (Brakel 2007).
Such processes are built upon the belief that ‘‘a sense of
moral rightness comes not from the indoctrination of
abstract principles, but from attunement to the way in
which moral beliefs and practices must be rooted naturally
in the very conditions of human existence’’ (Buchholz and
Rosenthal 2001, p. 25). Accordingly, we seek to add to this
conversation by advancing an easy-to-operationalize con-
ceptual framework outlining both the processes involved
622 R. P. Hill, J. M. Rapp
123
and potential considerations in undertaking such a bottom-
11. up approach to code development.
Conceptual Development: A Bottom-Up Approach
The Process
In reaction to either perceived or real difficulties in eval-
uating a universally understood and practiced code of
ethics (DuFrene 2001), this paper explores an alternative
that seeks to empower members of organizational com-
munities to reflect on and express individual and joint
moral aspirations for firms. Our conceptual development
favors an ‘‘ascendant’’ rather than ‘‘descendant’’ approach
as described by Enderle (1996, p. 51) in his plea for dis-
cussions ‘‘at all levels of economic actors.’’ We believe this
discussion to be a necessary continuation of and a contri-
bution to growing literature asking for examination of the
relationships between employee and management (Graen
and Scandura 1987).
The process put forth here begins with exploration and
development of personal codes of conduct that influence
12. workers’ relationships to their job functions. Next, formal
groupings of employees come together to negotiate moral
ideals that they would hold each other accountable for and
that drive combined efforts for professional success. The
subsequent task includes cross-group discussion and
cooperation that further refines their ethical mandates, as
consensus-building continues to permeate across business
units. The final step is presentation to the governing board
for ratification and final approval.
Figure 1 provides a visual representation consistent with
negotiations permeating the entire company. In this illus-
tration, there are four layers in the firm hierarchy whereby
associated teams interact laterally until all organizational
layers have codes fully vetted. When lateral negotiations
are completed, the interactions move vertically with the
same expectations for conclusion. Final outcome should be
a worker-specified and approved code of ethics that con-
siders the systemic impact of firm activities on all
13. constituencies.
Fig. 1 Visual representation of complete audit
Codes of Ethical Conduct 623
123
The Role of Third-Party Consultants
One of the most integral components within a bottom-up
development process is to establish the role for a trusted
third-party or consultant to support various corporate units
as the process moves up the organizational hierarchy.
Through the four stages, the role of either moderators or
mediators are integral to aiding the completion of the most
appropriate and relevant codes of ethical conduct. While
extant scholarship on group dynamics often specifies a
separation of roles within groups (Strijbos et al. 2004), the
process outlined here provides a higher likelihood of
emotional connection to issues at hand, as well as a sub-
stantially larger stake in their successful usage. Thus, a
14. third-party consultant trained in group negotiations and
familiar with the industry at hand is needed to serve as
external control (see Fisher 1972).
In stages one and two, we suggest the need for moder-
ation, led by third-party individuals who are charged to
monitor discussions, ask critical questions, and seek the
opinions of others (de Wever et al. 2008), thus playing a
significant role within early stages of code development. In
addition, the moderator is only to facilitate conversation
and aid in developing the most appropriate end product, not
to engage in content creation or influence in company
decisions (Fisher 1983). This final tenet is necessary, as the
code of ethics developed from this process must always be
the result of employees’ deliberations, with no undue
influence by external constituents.
Alternatively, we suggest the use of mediation within
stage three, as significant levels of disagreement and con-
tradiction will likely be encountered, when diverse busi-
15. ness units are together (Gower 2003). As an alternative to
the role of a moderator, a mediator must be in tune with the
full range of acceptable agreements for the organization
and employ ‘‘expertise in facilitating acceptable compro-
mises or in imposing fair solutions’’ in order to actively
facilitate negotiations (Fisher 1983, p. 304). Regardless,
the mediator must assist interactions among internal par-
ties, but s/he should not have authority to impose a final
outcome (Wall et al. 2001), again solidifying the impor-
tance of employee dictated code creation.
Stage One: Individual Reflections
In many ways, the first step is likely to be very difficult for
participants. Many adults are unlikely to have considered
the ethical prohibitions and expectations that haunt or
guide them in their personal and professional lives (see Hill
et al. 2007). Such directives have taken-for-granted quality,
making them sacrosanct and above reflection or comment.
The majority of these precepts have their foundation in
16. early periods of learning, morphing into an amalgamation
of ways of thinking and behaving that are implicitly or
explicitly taught by relatives, teachers, coaches, peers,
coworkers, and other role models (Nurmi 1993).
Given the nature of these discussions, the best way to
begin is with a framing conversation. These frames often
originate with western philosophers who advocate thinking
and behavior that seem remote in language and directives.
Even more recent figures with a modern approach such as
Rawls (1971) are considered difficult to understand much
less implement. The greatest concern centers on the per-
ceived lack of understanding regarding the profit-seeking
purpose of the corporation, with the implied limitation that
ethics and organizational success are somehow antithetical
(Nash 1981).
Regardless of background, most people are aware of the
Ten Commandments, even if they are unable to recite more
than a few of them. Such moral dictates are well-recog-
17. nized, easily articulated, and simple to understand, and
they are a springboard into the larger conversation about
professional ethics. Their usage in this situation may pro-
vide some relief from fears that this exercise will be too
esoteric or too difficult to comprehend. Thus, the bottom-
up process begins with the request that each person prepare
his or her set of commandments.
In doing such, individuals should seek to list all of the
moral principles guiding their lives (both personally and
professionally) in as simple a form as possible and without
judgment (Kruckeberg 2000). At this early stage, the only
instruction is to use no more than one concise sentence for
each principle and to aim for ten items in order to avoid
superficial reflection. Initial focus on individual mores may
create enthusiasm for the process, since it lends credence to
the belief that each person is an essential element in the
formation of the firm’s moral parameters.
In addition, participants are asked to notice whether
18. their listings mostly contain prohibitions (must not do) or
mostly responsibilities (must do) or an approximately equal
number of both types of ethical parameters (Stevens 2008).
This recognition is designed to make them aware of natural
tendencies. In the former case (must not do), such dictates
are reactive, causing people to avoid doing something in
response to natural triggers. For instance, a salesperson
might suggest that it is inappropriate to provide a know-
ingly false delivery date, even though telling the truth
might cause the use of a different vendor. In the latter case
(must do), mandates are proactive, leading individuals to
follow guidance prior to circumstances arising. For
example, managers could decide in advance that all ter-
minations must be handled as they would like family
members to be treated. Such reflection allows individuals
to understand personal prescriptions and how best to
respond to moral dictates. A combination of prohibitions
and responsibilities is advised, but not required.
19. 624 R. P. Hill, J. M. Rapp
123
Role of Moderators Personal mores must undergo further
analysis by third-party moderators before entry into stage
two. After self-evaluations are completed, moderators look
at individual sets and provide feedback for possible revi-
sions. Rather than making judgment, their recommenda-
tions take the form of analyses of the underlying logic,
relevance to the job tasks performed, and one’s likely
ability to follow them under the most conditions. Feedback
comes in the form of critical questions concerning logic,
asking whether components of commandments focus
behaviors in ways that are consistent with intended
meanings. Typical questions to emerge should focus on
relevance to the work environment and product, and one’s
ability to operate within the dictated parameters while still
maintaining important relationships. The role of moderator
20. is to seek revisions of commands, moving codes from
ambiguous to contextually specific, and personal to focus
on professional conduct.
The review process in stage one is iterative and con-
tinues until both individuals and third-party consultants are
satisfied fully with the end result. The final product for
everyone is a refined list of personal commandments that
they may place on laminated, pocket-size cards that can be
referred to when ethical issues occur during decisions.
Stage Two: Work Team Discussions
The second step moves individual focused discussions to
group exchanges focused on creation of moral parameters
that work teams agree to follow. Stage two operates best if
groupings are limited to individuals who interact with one
another on a regular basis and exist at the same organiza-
tional level to avoid problems associated with trust and
status differences (Zaheer et al. 1998). Thus, salespeople
collaborate with other salespeople involved with similar
21. products or in a peer division, while their managers
develop joint ethics statements along with other sales
managers. Teams are optimally between five and eight
members so that everyone has an opportunity to be heard
and to increase participation on a per person basis (see
Wheelan 2009 for support on smaller versus larger group
sizes).
1
No one who occupies a supervisory role over
involved employees may join their conversations so as to
avoid fears about retribution for comments made.
Role of Moderators Contrary to stage one, moderators
play a consistent role throughout the entirety of stage two.
Accordingly, there are four distinct instructions given by
moderators to insure that the process is productive and does
not needlessly hurry or delay the final outcome. First, each
individual should discuss their personal commandments
with the group to the extent they may impact interactions
22. with the team members. Any criticisms or judgments of
individuals or mores are not allowed, with an emphasis
placed instead on trying to find ways to bring together all
ideas into a cohesive whole that represents a shared vision
of workplace activities and ethical issues. Other team
members must limit their interactions during this phase to
clarifying questions, with the moderator protecting integ-
rity of the discussion.
The second directive provides a frame for understanding
how to work toward the end result. Participants are asked to
consider many interrelated ideas inspired by research of
business ethicist Patricia Werhane. Accordingly, modera-
tors should guide individuals to take a systemic view of
their work together, recognizing that employee’s actions
and reactions impact professional lives of others around
them in profound ways (Werhane 2002). Individuals also
must recognize that their combined influence goes beyond
teams or company boundaries, suggesting different
23. answers to the question, ‘‘Why should I do the right
thing?’’ (de Colle and Werhane 2008). Combined thinking
should be driven by moral imagination that may reject
existing mental models and moral conflicts for new com-
mandments that include unique and untested approaches.
The third instruction addresses the final outcome of their
deliberations. Simply stated, the group must come up with
a set of ethical statements that they would agree to display
publically and hold each other responsible for during the
pursuit of their various job functions. The most important
condition is that all team members should abide by the final
list, requiring agreement on each and every statement to
increase group task identity and autonomy (Cohen et al.
1996). They should be careful to note said condition is not
intended to impede individual voices (Gentile 2010), but
rather to foster a sense of collective identity and firm-wide
cohesion. Any residual disagreements can result in the
removal of a particular statement.
24. The final pronouncement requires that the team prepare
itself for the next phase, which involves intergroup nego-
tiations, whereby codes of conduct continue to be refined.
It is in stage three that teams will begin to experience
significantly higher levels of conflict as they begin to
interact with individuals operating within very different
areas of the firm. In preparation, team members must
solidify their joint commandments and insure that all
statements are easy to understand and are clearly articu-
lated. Working with moderators, teams should prepare for
these discussions by explicating underlying rationales for
items in ways that resonate with coworkers at or near their
levels of operation.
1
Business units larger than ten people may split apart at the start
of
the process and join together later when sufficient agreement
and
understanding is reached.
Codes of Ethical Conduct 625
25. 123
Stage Three: Intergroup Negotiations
Stage three will likely vary considerably in length and
complexity, depending upon size and hierarchy in the focal
company. It is at this stage that the independent groups
begin their negotiations with other business units (e.g.,
marketing comes together with accounting) in continuing
to develop and define the company relevant code of ethics.
This third stage includes other requirements for success
such as selection of a group leader to facilitate negotiations
and the use of trained mediators.
As a result, teams assign one person to become
spokesperson for the duration of discussions, with the
remainder of the group acting as resources and support.
Selection often occurs naturally as leaders are likely to
emerge during the second stage (Smith and Foti 1998).
This separation of duty facilitates greater organization and
26. structure to the process, as discussions are likely to become
increasingly heated and controversial; thus, trust in the
designated leader clearly is essential (Bentele and Se-
idenglanz 2008). The second major difference in stage
three is the introduction of trained mediators to the process.
These third-party mediators are brought into work with the
unit dyads to insure teams operate in the best interests of
their collectives and to navigate away from idiosyncratic
priorities.
The process begins with teams having an opportunity to
read and discuss the lists of those they are negotiating with
and make comparisons to their pronouncements. The goal
is to create three smaller lists outlining those of (a) clear
agreement, (b) significant difference, and (c) little per-
ceived concern. Once these lists are determined, conver-
sations with mediators once again introduce issues
advocated by Werhane et al. More depth is given to pos-
sible positive and negative consequences of their combined
27. actions, emphasizing the biological modeling of Frederick
(1995, 1998). A relevant analogy mimics the image of a
stone dropped in the middle of a calm pool of water,
watching concentric circles as they ripple throughout the
entire area until reaching the shoreline. As the groups enter
discussions regarding their codes of significant difference,
participants are asked to consider each ethical mandate as a
circle representing potential systemic impact on the variety
of internal and external stakeholders (see Clarkson 1995).
Their task is to insure that ethical parameters that emerge
from negotiations are reflective of this impact.
Role of Mediator The two units interact on-and-off until a
resolution is reached that is agreed upon by both groups of
team members. These negotiations are the most difficult of
the process and require the greatest amount of intervention
by the mediator. Both groups involved in this discussion
are likely to hold priorities consistent with their work unit;
it is the mediator’s job to bring consensus and under-
28. standing between the groups. The interventional methods
employed by mediators will likely include three primary
techniques through duration of the discussions: (1) the
development of key negotiable points for each party
(Munro 1997), (2) educating and advising adversarial team
members, and (3) encouraging concessions (Wall et al.
2001).
While it is not the role of the mediator to make decisions
for the group, such third-party consultation is necessary for
smoothing arguments, generating understanding, and
building trust between constituents (Landau and Landau
1997). As the two groups in discussion are often operating
from a list of priorities derived from specific work-units,
arguments are likely to arise surrounding perceived
importance of items placed in the collective code of ethics.
Accordingly, mediators are expected to utilize communi-
cative (McAllister 1998) and solution-based (Conlon and
Fasolo 1990) expertise to bring about a joint understanding
29. and develop newly-framed, collaborative items that satisfy
involved parties (Kaufman and Duncan 1992). These pro-
cesses encourage workers to seek an end result consistent
with the quality output of earlier stages. In addition, it
should build confidence that the final product is an
employee-driven set of ethics.
Stage Four: Board Endorsement
Once all work-units have come to an agreement on their
corporate code of ethics, the process progresses into the
fourth stage—board endorsement. This final step in the
bottom-up process is the most integrating stage of the four,
as it entails the culmination of all prior work and requires
buy-in of the top executives in the firm and board of
directors’ approval. In some cases, organizations may be
small enough or privately held and not be subject to intense
scrutiny experienced within large public corporations;
however, every organization has owners, employees, and a
variety of key external stakeholders who have vested
30. interests in the conduct of the company that must play a
vital role in the decision-making elements of the firm.
Given the complexity of navigating relationships with
senior leadership, directives in stage four are drawn from
the scholarship on Leader–Member Exchange Theory. As
such, we recognize inherent difficulties employee members
of an organization are likely to face when interacting with
members of senior management (Bauer and Green 1996),
and apply related tenets for navigating board approval.
Choice of Representatives The first task is to assemble a
team of representatives from the various business units
who will be responsible for both presenting and
defending the code of ethics to the board (designated by
626 R. P. Hill, J. M. Rapp
123
letters in Fig. 1). The decision of who represents their
interests within stage four is different from stage three;
31. while representatives in stage three emerge due to
inherent leadership qualities, representatives in stage four
must be chosen according to their relationships with
members of senior management (Dienesch and Liden
1986; Graen and Uhl-Bien 1995). Choosing individuals
that have prior experience successfully interacting with
senior leadership in the organization engenders the
highest levels of trust (Bauer and Green 1996), as such
relationships are developed over time and are based on
continuous proof of both ability and performance (Mayer
et al. 1995). Accordingly, prior developed trust and
responsibility between a subordinate and senior-level
employee provides for fertile grounding in understanding
and acceptance (McAllister 1995).
Trust in leader-member relationships is integral for
engaging senior management, corporate executives, and
the board, as the bottom-up process of developing an
influential corporate code is likely to be faced with ques-
32. tions and doubts. In placing organizational employees that
have proven commitment to/understanding of organiza-
tional operations and dynamics in front of the board
increases overall negotiation power of lower-level
employees (Westphal 1999). Thus, key decision makers are
more likely to engage in, listen to, and approve the pre-
sented code of ethics when interacting with individuals that
have an established level of working together for goal
attainment (Turner 1990).
Prior to board presentation, lower-level representatives
should work collectively with the larger contingent to
identify key supporting discussion points for items in the
code. It should be disseminated to all employees to allow
for final review and feedback. Since the group of repre-
sentatives come from diverse positions within the firm, and
have been actively engaged with the complete membership
of the company, they are in an excellent position to seek
input from coworkers. Once voices of the rank and file are
33. heard, representatives may prepare arguments and presen-
tations for the board.
Presentation to Board The presentation before the board
of directors or advisory body should take place at a meeting
dedicated to the task of review without their being
encumbered by other responsibilities. In addition, the best
location is the premises of the firm so that as many workers
as can or wish to attend are there. If the company is too
large or the facility does not contain a room that will
accommodate such an audience, a minimum of all senior
management, representatives, and board members must be
present. Materials should be distributed to the board prior
to this meeting to provide for sufficient time to review and
question its development and content.
Compared to stage three, negotiation does not play a
significant role in this phase of the bottom-up process.
Rather, the presentation is structured as an informational
defense with representatives supporting their work and
34. addressing any clarifying issues brought to light by orga-
nizational officials. While clarifying questions can be
asked, the primary responsibility of this body is to insure
the appropriateness and completeness of this moral foun-
dation rather than introducing new ideas or criticizing
individual tenets. Since the purpose of using a bottom-up
approach is to develop a code of ethics representative of all
levels of the organization, members of the board may not
exert influence or make major changes, though they may
play a role in modifications surrounding appropriate
verbiage.
If approval is granted, the internal or external legal
representatives must pass judgment before the code of
conduct becomes the official ethical guide. Recent scandals
involving large public companies like Enron have led to
legislation such as Sarbanes–Oxley, with additional laws
and consumer protection on the horizon because of the
more recent financial meltdown. Thus, it is important to
35. insure that these moral prescriptions are in concert with the
compliance requirements of legal tenets.
Considerations for a Bottom-Up Approach
The processes associated with a bottom-up approach to
developing a code of ethics are presented in their entirety.
Several concerns that may arise, however, warrant further
discussion; the most fundamental of those involving time
commitment and disruption of work as well as organiza-
tional size.
Time Commitment and Disruption to Work Flow
When presented in its entirety, the expected timeline from
start to finish may be viewed as a daunting series of tasks
that take away precious hours from more ordinary
responsibilities. While employees will understand the value
of these deliberations, they may also be wary of what is a
major time commitment, involving activities not directly
supported by principal goal structures of management.
Exacerbating this perspective is one’s history with prior
36. organizations—either through personal interactions with
senior management or prior involvement with codes of
ethics development—that emphasized alternative perspec-
tives (e.g., top-down) than the one offered here. Since a
bottom-up approach presents a unique model of involve-
ment, it is unlikely that all employees will feel comfortable
allowing such defused levels of control in a crucial cor-
porate doctrine.
Codes of Ethical Conduct 627
123
Accordingly, top management must express their dedi-
cation to the process and a commitment to allocating the
necessary time (see McNamee and Fleming 2007), with
several pronouncements to insure widespread perceptions
of sincerity. First, executive level management should
reveal their expectations and understanding that the
developed code of ethical conduct will be of the people,
37. with their managerial role a complementary one of over-
view and support. Second, leadership should be open to
embracing the final result, placing importance on a worker-
centered, problem resolution result (Sabatier 1986).
Finally, management should help employees deal with
disruptions to regular assignments, even relieving them
from nonessential tasks.
Organizational Size
While debate exists over the relationship between size and
complexity (see Beyer and Trice 1979 for an historical
example), there should be little doubt about the magnitude of
the challenges in developing a code of ethics in large, mul-
tinational firms. Differences in cultures, legal systems, dom-
inant religious beliefs, and population diversity may have the
same impact on the development of the moral fabric of an
organization as they do on its performance (Kim and Mau-
borgne 1987). Problems occur with translations of instruc-
tions into different languages, variations in work product
38. across units, and assimilation of resulting codes into a single,
globally applicable document. These dilemmas may be even
more vexing if there is animosity among divisions or if they
are only loosely aligned (see Almond and Ferner 2006).
The best solution is to define the reach of a particular set
of codes in as small a portion of a large company as pos-
sible. While it is a rough yardstick, any unit that encap-
sulates the full set of business functions (e.g., operations,
marketing, accounting, etc.), has an individual or autono-
mous website that characterizes it as serving consumer
needs in their entirety, and/or has a substantial set of
stakeholders not relevant to other portions of the parent
company, may be eligible for a separate ethical code.
When each of the independent analyses are completed and
approved by their boards, representatives from each sys-
tem, should then come together to develop a global set of
moral parameters reflective of the entire conglomerate.
From here, stages three and four will be repeated, with the
39. use of mediation to supplement cross-company/cross-cul-
tural negotiations.
Closing Remarks
While the option exists for implementing either a top-down
or bottom-up approach in the development of ethical codes
of conduct, our discussion makes it clear that the cooperation
of workers at all levels is necessary for appropriate devel-
opment and implementation of a new code. Even bottom-up
practices cannot be successful without enthusiastic support
from senior leadership, along with real ownership of the
processes and outcomes among individuals and their group-
ings (McNamee and Fleming 2007). The management task is
to energize workers’ collective sense of self so that they
realize how their personal ethics and shared more impact
themselves and the larger entity (Jones et al. 2007). The goal
ultimately is to influence the corporate culture and formal
structure of firms in ways that shape managerial behavior and
employee actions toward a moral ideal (Murphy 1988). Such
40. results eventually create an environment, whereby leadership
understands how to recognize and reward ethical behaviors
and to ferret-out and punish unethical conduct across all
layers in the company (Trevino et al. 2000).
Our bottom-up perspective allows organizational workers
to exert influence over the final code of ethics and let’s their
voices be heard. Instead of privileging one position relative to
others, an attempt is made to even the playing field, allowing
employees at all levels in the company hierarchy to explore and
refine ethical beliefs without constraints associated with status
or reporting structure. As a consequence, they are free to seek a
higher moral ground reflective of individual values, as well as
job functions. They must come together to summarize their
statements across the entire business, but this step is completed
without predetermined ordering of preferences or people. The
goal is for employees to recognize that the end result is equally
shared among them.
The rationales, processes, and issues presented herein
41. have a taken-for-granted quality. They assume that man-
agers desire to rise to higher moral ground over time, with
an emphasis on employee participation to resolve systemic
challenges. This perspective clearly is not the orientation of
all companies, as the lack of ethics in recent infractions
suggests. Nevertheless, the majority of organizations and
workers do wish to conduct themselves in ways that build
trust with stakeholders, if only because it serves their long-
term interests for survival and profitability. When given the
opportunity to do so using techniques that rely on self-
reflection and individual input, we believe that chances of
arriving at widely-accepted codes of conduct increase
greatly. Our hope is that this method can help managers to
reach new heights of moral maturity.
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Codes of Ethical Conduct: A Bottom-Up
ApproachAbstractCorporation, Be Good! Frederick
(2006)Current PracticesConceptual Development: A Bottom-Up
ApproachThe ProcessThe Role of Third-Party ConsultantsStage
One: Individual ReflectionsRole of ModeratorsStage Two: Work
Team DiscussionsRole of ModeratorsStage Three: Intergroup
NegotiationsRole of MediatorStage Four: Board
EndorsementChoice of RepresentativesPresentation to
BoardConsiderations for a Bottom-Up ApproachTime
Commitment and Disruption to Work FlowOrganizational
SizeClosing RemarksReferences